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Werner's 
adings  and  Recitations 
No.  54 


Chrmtttettcement  Wttk 


c£ 


COMPILED,  ARRANGED  OR  WRITTEN  BY 

STANLEY    SCHELL 


«£s*t 


EDGAR  S.  WERNER  &  COMPANY 
NEW   YORK 

Copyright,    1915,    by    Edgar    S.    Werner. 


ALL  OF  THE  BACCALAUREATE  SERMONS, 
ADDRESSES,  SPEECHES,  ORATIONS,  ESSAYS, 
SALUTATORIES,  VALEDICTORIES,  POEMS, 
ODES,  PROGRAMS,  PROPHECIES,  MENUS, 
ETC.,  ETC.,  CONTAINED  IN  THIS  BOOK  ARE 
BONA  FIDE— THAT  IS,  THEY  HAVE  BEEN 
ACTUALLY  GIVEN  AT  EDUCATIONAL  INSTI- 
TUTIONS, FROM  THE  GREATEST  AND  HIGH- 
EST TO  SCHOOLS  OF  THE  LOWER  GRADES 
AND  TO  COUNTRY  DISTRICT  SCHOOLS,  OR 
AT  CLUBS.  THE  EDITOR  HAS  IN  MANY  IN- 
STANCES LEFT  OUT  NAMES  OF  PLACES  AND 
DATES,  SOMETIMES  INDICATING  OMISSIONS 

BY  DASHES   ( ),   WHICH    OMISSIONS    CAN 

BE  FILLED  IN  ACCORDING  TO  REQUIRE- 
MENTS OF  SCHOOL  OR  OF  PERSON.  THE 
METRE  OF  SOME  POEMS  HAS  BEEN  BROKEN 
TO  ENABLE  SUBSTITUTION  OF  APPROPRI- 
ATE WORDS.  SLIGHT  CHANGES  ONLY  ARE 
NEEDED  TO  ADAPT  ANY  OF  THE  MATERIAL 
TO  ANY  PARTICULAR  OCCASION. 

This  Book  gives  a  vast  amount  of  material  so 
varied  in  character  that  every  function  during  Com- 
mencement Week  (except  Graduation  Day  Recita- 
tions, and  Plays,  for  which  see  "Werner's  Readings 
and  Recitations  No.  55 — 35  cents  in  paper,  60  cents 
in  cloth  binding)  is  provided  for.  Among  the  authors 
herein  represented  are  some  of  the  greatest  Ameri- 
cans— greatest  in  official,  political,  educational,  pro- 
fessional, oratorical  and  literary  life  of  the  nation. 
No  other  book  offers  the  quantity,  quality,  compre- 
hensiveness, adaptability  at  so  small  a  price. 


JU1  of  ih/e  material  herein  rontaineo  Ijas  btttt 
tompilco,  arranged  eoiieo,  or  written  cspe- 
rialJjr  for  this  book,  toljiclj  ia  buty  roojxrigljt- 
th,  attb  all  rights  are  vtstxbtb    £>     &    & 

Copyright,   1915,   by  Edgar  S.  Werner 


Werner's    Readings    No.    54 — page    2 


CONTENTS 

PAGE 

Abandonment  of  Protective  Tariff  (Debate) 31 

Address  at  End  of  Law  Lecture  Course. — Andrew  Byrne 46 

After-Dinner    Speaking. — Robert   Waters    (Hints    on) 145 

After-Dinner  Toasts  141 

Agassiz,  a  Great  Teacher. — Ralph  W.  Wager 59 

Aim  of  High  School  Education 148 

Alma  Mater  (Explanation  of  term) 34 

Alma  Mater  and  the  Future 135 

Alma  Mater  and  the  Present. — George  A.  Pettit 129 

Alumni  and  After-Dinner  Addresses  and  Speeches. .  .83,  118,  121,  127 

128,  129,  135,  137,  138,  140,  146,  148 

Alumni  Greeting  Song. — Mary  A.  McClelland 116 

Alumni  Ode    133 

Alumni  Poems  117,  122,  123,  125,  131,  132,  134 

Alumni   Songs    116,  133 

Alumnus   (Explanation  of  term)    34 

Alumnus  Football. — Grantland  Rice    167 

Army  and  Navy  Football  Game. — Lloyd  Buchanan   164 

Art   (Toast)   93 

Article   Race    (Game)    162 

Athletic   Day   161 

Baccalaureate  Sermons  and  Addresses  16,  18,  21,  23,  25 

Baccalaureate  Sermons  and  Addresses:  Their  Character  and  Aims     16 

Banquets,  Dinners,  Luncheons,  Refreshments 109,  112,  114,  150 

154,  155 

Barn   Dance    153 

Barn    Frolic    152 

Barnard  College  Fudge  (Recipe)    159 

Baseball. — Hashimura  Togo    170 

Baseball  Never  Out  of  Date.— S.  E.  Kiser 171 

Battle  until  Victory.— E.  C.  T 51 

"Se  Not  Conformed  to  This  World." — Woodrow  Wilson 18 

Birthday   Cake    (Recipe)    112 

Blessings  in  Disguise  103 

Boat   Race. — Thomas   Hughes 172 

Bonbonnieres    (Recipe)     113 

3ook    Reception 157 

oots  for  Paving-Stones. — Verna  Sheldon  .- 56 

Werner's    Readings    No.    54 — page    3 


WERNER'S  READINGS  NO.  54 

PAGE 

Boss  Rule   103 

Bryn  Mawr  College  Fudge  (Recipe)   159 

Budding  into  "Higher"  Womanhood  (Play) 177 

Candies    (Recipes)        159,  160 

Character  and  Courage. — Theodore  Roosevelt  137 

Characteristics   (Game)    157 

Cheese  Sandwich   (Recipe)    189 

Chicken  Sandwich   (Recipe)    189 

Chocolate   Caramels    (Recipe)    160 

Chocolate   Sandwiches   (Recipe)    189 

Class  and  College  Yells   98 

Class  Chronicles. — Edith  Putnam  Painton 67 

Class  Colors 84,  85 

Class-Day 34,  103 

Class-Day  Address. — Clarence  D.  Shank  45 

Class-Day  Addresses  and  Orations 45,  54,  56,  57,  58,  59,  61,  96 

Class-Day  and  Ivy-Day  Programs  and  Exercises 100 

Class-Day  Drill  for  Young  Ladies'  School. — Elise  West  Quaife..  86 

Class-Day  Exercises 91,  188 

Class-Day  Poems 35,  36,  38,  40,  42 

Class-Day  Toasts    91 

Class-Day  Valedictory 99 

Class    Growler 71 

Class  Histories  61,  64,  71 

Class  Mottoes   98 

Class   Odes    44,  133 

Class  Poems  35,  36,  38,  40,  42,  122,  123 

Class   Prophecies    77,  80 

Class  Songs  47,  50,  51,  52 

Closing  Words  to  Class  (Toast)   96 

Cocoanut  Creams  (Recipe)   160 

Coffee  Cream  Caramels  (Recipe)   160 

College  or  School  Birthday  Party 112 

College  Toasted  Marshmallows  (Recipe)   160 

Commencement   (Explanation  of  term)    

Commencement  Week  Features   

Commencement  Week  Hints  13,  34,  96, 

Consecration  to  Humanity  Man's  Mission. — Edith  L.  Pecker . 

Conundrum  Banquet  for  Raising  Money Ill 

Conundrum  Party  and  Dinner  109 

Conundrums   and   Answers    110 

Werner's    Readings    No.    54 — page    i 


CONTENTS 

PAGE 

Cooks.— Owen  Meredith  (Toast)   142 

Corn   Supper    Menu 114 

Cornell  College  Fudge  (Recipe)   159 

Cress  Sandwiches  (Recipe)   189 

Crowing  Contest   (Game)    161 

Cruises  Far  and  Wide. — James  C.  Cresap  133 

Da  Greata  Basaball.— T.  A.  Daly   168 

Dances    153 

Dawn  of  the  Morning  190 

Debate,  Hints  for   28 

Debate,  Subjects  for 29 

Desserts  (Recipes)  112,  113,  159,  160,  190 

Development. — Samuel    Weldon    44 

Dialect  (Italian)    168 

Dialect    (Japanese)    170 

Dictionary  Girls   (Toast)    143 

Dignity  and  Potency  of  Language. — Harriet  M.  Thrall 57 

Direct  Primary  (Debate)   32 

Discus-Throw    (Game)    161 

Drama  Simulated   (Party)    152 

Dramatic  and  Prize-Speaking  Recitations 38,  164,  167,  172 

Drive  Tete-a-Tete  Party  184 

Dryden's  Epigram  on  Milton   17 

Education  and  Government  107 

Egg  Sandwich  (Recipe)    189 

Ever  Pressing  Forward. — Mary  Rosalie  Stolz  50 

Faith  and  Virtue. — J.   Drennan    131 

Farewell  to  School  Days. — Minerva  Birch  192 

Favors     113 

Fellowship  (Toast)   142 

Fiftieth  Milestone  of  Class. — Mrs.  Keyes  Becker  123 

Fire,  Living  Fire   '. 104 

"First  and  Great  Commandment." — James   Monroe  Taylor 25 

Fish   Sandwich    (Recipe)    189 

Football  Days   166 

Football  Hero.— Strickland   W.   Gillilan    163 

Forward  Is  the  Watchword  108 

Fruit  and  Nut  Salad  (Recipe)   190 

Fruit  Punch   (Recipe)    113 

Fruit  Sandwiches  (Recipe)    189 

Fruits  and  Flowers  (Ice-cream  serving)    190 

Werner's    Readings    No.    54 — page    5 


WERNER'S  READINGS  NO.  54 

PAGE 

Future  Full  of  Cheer. — Oscar  Kuhns   132 

Future  of  Athena. — M.  Stanleyetta  Titus-Werner  140 

Games   110,  114,  154,  157,  158,  161,  162 

Golden-Rod  (Toast) 143 

Good-Bye   (Song) 191 

Graduates'    Banquet    154 

Graduates'  Social  Affairs    150,  159 

Graduation  Frolic  and  Banquet  155 

Greek-Letter  Fraternities  (Debate)   31 

Greeting. — Daisy  Elliot   35 

Growler. — Daisy  Elliot    71 

Gymnasium  Races  (Games)    162 

Hail,   Vacation    185 

Handicap   (Game) 162 

Handicap  Hobble  Hurdle-Race   (Game)    161 

Harvard  Dinner  Speech. — Oliver  Wendell  Holmes   127 

Health  and  Wealth.— Richard  Hovey  (Toast)   142 

Hearts  Shall  Ever  Linger   51  - 

Here's  to  You  and  Here's  to  Me  (Toast)    143 

Hints  for  Debate   28 

Hints  on  Giving  "Class-Day  Toasts"  96 

Historical  Art   Party    114 

Historical    Masquerade    155 

History  (Toast) 94 

Homeward    Bound    187 

Honor  Chair    150 

Humor.  .35,  43,  71,  102,  111,  124,  126,  128,  146,  163,  166,  168,  170,  171,  173 

Ice-Cream  (To  serve)   190 

Ice-Cream  Croquettes  with  Peas  (Ice-cream  serving)    ,  190 

"I'm  6  When  I  Stand  on  My  Head" 124 

Importance  of  an  Ideal 106 

Income  Tax  (Debate)    32 

Increase   the   Navy    29 

Indoor  Athletic  Track  Meet  (Games)    161 

Inheritance  Tax  (Debate)    31 

Intellectual    Development    104 

Introduction    13 

Investment  of  Influence   105 

Ivy   Day    48,  49,  101 

Ivy  Oration. — Lo  Amy  Heater   48 

Ivy  Poem. — Lo  Amy  Heater  49 

Werner's    Readings    No.    54 — page    6 


CONTENTS 

PAGE 

Jangled  Bells   186 

Knowledge    Power,  Honor. — Malvina  Liebermann  47 

Lady-Finger  Bundles   (Recipe)    113 

Language  (Toast) 95 

Last  Will  and  Testament  of  Class — Lo  Amy  Heater 53 

Lawyer's  Ten  Commandments. — James  M.  Ogden 83 

Lessons  from  a  Life    106 

Lessons  Not  in  Books   105 

Let  the  Toast  Pass. — Richard  Brinsley  Sheridan  (Toast) 144 

Lettuce  Sandwich  (Recipe)    189 

Literature    (Toast)    94 

Literary  Conundrums  (Game)    158 

Literary  Games   157 

Literary  Salad   (Game)    158 

Lore   and   Legend    105 

Love    (Toast)    142 

Love  and  Tragedy  Down  by  the  Riverside   173 

Madcap  Pajama  Party  151 

Magic-Mirror   Revelations. — Normalite   Prophet    80 

"Man  That  Ought  To  Be"  188 

Maple  Sugar  Caramels  (Recipe)   160 

March  of  History 106 

Matriculation   (Explanation  of  term) 34 

Matters  Not  Where  Work  Is  Done. — Benjamin  Copeland 134 

Meat  Sandwiches   (Recipe)    189 

"Men  of  Low  Estate." — Russell  H.  Conwell  23 

Merry  Alumni-Dinner  Speech. — James  J.  Walsh 128 

Mexican  Penoche  (Recipe) 160 

Mind  Cultivation  Man's  Noblest  Object. — Elliott  Danforth 118 

Mock    Circus    108 

Money-Making  Affairs 108,  109,  111,  152.  157,  159 

Morning's  Roseate  Flush  44 

Mrs.  Malaprop  on  Female  Education. — Richard  Brinsley  Sheridan  43 

Municipal  Ownership  (Debate) 32 

Music  (Toast)    92 

Name  Cards   (Recipe)    113 

Nations  (Game)    158 

Negro   Question    104 

New  York  University's  Violet    L     144 

Nut  Sandwiches    (Recipe)    189 

Obstacle  Race  (Game)    161 

Werner's    Readings    No.    54 — page    7 


WERNER'S  READINGS  NO.  54 

PAGE 

Odes   (Alumni  and  Class-Day)    44,  133 

One  Heart— One  Way.— Ella  M.  Beach   187 

Onward  Ever. — May  Whitcomb 36 

Orange  Baskets  (Recipe)   113 

Orange  Custard   (Recipe)    190 

Our  Class  Colors.— M.  Dell  Adams  84 

Our  Class  Colors. — C.  S.  A 85 

Out   of   Balance    103 

Oyster  Salad   (Recipe)    190 

Parties  and  Social  Affairs 108,  109,  112,  114,  150,  159 

Parting-Hour. — Edith  Putnam  Painton   99 

Parts  of  Speech. — McLandburgh  Wilson    73 

"Pass  Our  Blunders  By"   79 

Pathos  of  Life  107 

"Patience  to  Bear  and  Strength  to  Do."— Mrs.  E.  A.  Matthews..  117 

Paul  Jones   (Dance)    153 

Peanut  Cream   (Recipe)      160 

Peatnut  Patties   (Recipe)   160 

Perfect  Life. — John  H.  Vincent   21 

Philosophy   (Toast) 91 

Pineapple  Cup   (Recipe)    190 

Play  Ball,  Bill.— Charles  T.  Grilley  169 

Play  Day  or  Recital  Day 161 

Plays    174,  1 77 

Pledge  and  Prayer. — H.   Frances  Dempsey 50 

Popular  College  Candies  (Recipes)   159 

Presentation  Address. — Reverdy  E.  Baldwin  72 

Presentation  Address. — Daisy   Elliot 73 

Presentation  Addresses. — Edith  Putnam  Painton   74 

Presenting  a  Book. — Edith  Putnam  Painton   75 

Presenting  a  Cane. — Edith  Putnam  Painton 75 

Presenting  a  Ring. — Edith  Putnam  Painton   74 

Presenting  China. — Edith   Putnam  Painton   74 

Presenting  Flag  to  a  School. — Edith  Putnam  Painton  75 

President,  The  (Toast)   143 

Price  Maintenance  (Debate)   33 

Prize  Debating  Day  28,  29  —  33 

Programs 100—102 

Progressive   America    105 

Progressive   Civilization 107 

Protection  and  Free-Trade  30 

Werner's    Readings    No.    54 — page    8 


CONTENTS 

PAGE 

Prune  Delight   (Recipe)    190 

Psycho-Physical  Education   (Play)    174 

Pump-Handle  Shake.— Levi  Gilbert  122 

Quotations  or  Philosophic  Nuggets    91—95,  103—108 

Racing  Day   161 

Racing  Day  and  Athletic  Day  161—172 

Railroad  Pooling    30 

Ready  to  Sail.— M.  Dell  Adams 42 

Recall  of  Judges    30 

Reception  Da}'  for  Faculty  and  Students 184 

Recital  Day   161 

Relation  of  Effort  to  Success   105 

Religion    (Toast)    91 

"Remember  We  Are  Quite   Young." — H.  S.  Osgood 85 

Reminiscence    Party    154 

Recipes    112,    159,  189 

Recitations 38,  43,  55,  71,  102,  111,  124,  163,  164.  166,  167,  168.  169 

170,  171,  172,  173 

Sadness  Mingles  with  Joy. — J.  A.  Brown 132 

Salade  de  Luxe  (Recipe)    190 

Salads    (Recipes)    190 

Sandwich-Grabber. — A.  R.  Elliott  146 

Sandwiches   (Recipes)    189 

School  and  College  Spreads   189 

School  and  College  Spreads  (Recipes)   112.  159,  189 

Science    (Toast)    96 

Senior  Charge. — Lo  Am)-  Heater   76 

Senior  Class  Exercise    103 

Senior  Class  Progressive  Dinner  Given  by  Juniors 150 

Senior  Day   103 

Senior  Day   Entertainments    103 — 114 

Senior  Day  Songs   115 

Senior's   Farewell   Song. — Mary  A.   Burnell 115 

Service  the   Final  Test. — Edith   Kinkaid  Butler 77 

Shoe   Party   154 

Skeleton  Story  (Game)    158 

Smith  College  Fudge  (Recipe)    159 

Songs  of  Parting  185—187,  191 

Soothed  Though  Fired    Ill 

Spinning- Wheel  Fortune-Telling. — Xina   L.  Kendall 80 

Spirit  of  Holidays    106 

Werner's    Readings    No.    54 — page    9 


WERNER'S  READINGS  NO.  54 

PAGE 

Standing  Broad  Grin  (Game)   161 

Stars  and  Stripes  Forever  (Toast)    143 

Stately  Building,  Old  and  Homely 133 

Steeplechase    (Game)    162 

Strawberry   Creams    (Recipe)    113 

Student's  Ups  and  Downs. — Alma  J.  Case 61 

Subjects  for  Debate    29 

Success  by  Overcoming  Obstacles. — Lewis  C.  Voss 58 

Successful  Life   103 

Sugared  Popcorn   (Recipe)    160 

Sunset  Glow  (Ice-cream  serving)   190 

Sunshine  and  Moonshine. — Emma  A.  Reith 64 

"There  Shall  Be  No  Alps."— Edith  Putnam  Painton 52 

Three  Bumpers  in  One. — Thomas  Moore  (Toast) 142 

Through  Dimness  to  Truth. — Washington  Gladden 125 

Toasts    91—97,   141—144,  188 

Tower  of  Babel  (Recipe)   112 

Tree-Planting  Entertainment    156 

Troop  of  the  Guard. — Herman  Hagedorn,  Jr 38 

True  American  Citizenship   106 

Twenty-Foot  Dash   161 

Uncrowned   Queens    106 

Union,  The  (Toast)    142 

Value  of  University  Study.— M.  W.  Hazeltine 138 

Vassar    Chant    126 

Vassar  College  Fudge  (Recipe)    159 

Voice  from  the  Black  Belt. — Booker  T.  Washington 121 

Water  Soft  and  Pure.— N.  P.  Willis  (Toast) 143 

Wellesley  College  Fudge   (Recipe)    159 

Wellesley  College  Penoche  (Recipe)    159 

What  the  World  Needs. — Serepta  A.  Crabtree 40 

What  We  Love  and  Dread. — Wallace  Irwin  (Toast) 141 

Willie  Has  His  Degree   102 

Winter  Memories   (Ice-cream  serving)    --  190 

Wisdom  vs.  Gowns   55 

Woman  29,  43,  140,  143 

Woman    (Toast)    143 

Woman  Suffrage    29 

Wondrous  Wise  Class.— M.  E.  C 35 

Wordy  Heat  (Game)    162 

Writing  Versus  Works   104 

Werner's   Readings   No.    54 — page   10 


INDEX  TO  AUTHORS 


PAGE 

Adams,  M.  Dell 42,  84 

Bald-win,  Reverdy  E 72 

Beach,  Ella  M 187 

Birch,   Minerva    192 

Brown,    J.    A 132 

Buchanan,   Lloyd   164 

Burnell,  Mary  A 115 

Butler,   Edith   Kinkaid 77 

Byrne,  Andrew    46 

C.  S.  A 85 

Case,  Alma  J 61 

Conwell,  Russell  H 23 

Copeland,   Benjamin    134 

Crabtree,  Serepta  A 40 

Cresap,  James  C 133 

Daly,  T.  A 168 

Danforth,    Elliott    118 

Dempsey,   H.   Frances 50 

Drennan,   J 131 

Dryden,  John  17 

Elliott,   A.    R 146 

Elliot,  Daisy 35,  71,  73 

Gilbert,    Levi    122 

Gillilan,  Strickland  163 

Gladden,  Washington  125 

Grilley,  Charles  T 169 

Hagedorn,  Jr.,  Herman 38 

Hazeltine,   M.   W 138 

Heater,  Lo  Amy... 48,  49,  53,  76 

Holmes,   Oliver   Wendell....  127 

Hovey,    Richard    1 42 

Hughes,  Thomas    172 

Irwin,   Wallace    141 

Kendall,    Nina    80 

Keyes-Becker,    Mrs 123 

Kiser,  S.  E 171 

Kuhns,  Oscar  132 


PAGE 

Liebermann,   Malvina    47 

M.   E.   C 35 

Matthews,  Mrs.  E.  A 117 

McClelland,  Mary  A 116 

Meredith,  Owen   142 

Moore,   Thomas    142 

Normalite    Prophet    80 

Ogden,  James   M 83 

Osgood,    H.    S 85 

Painton,  Edith  P.. 52,  67,  74,  99 

Pecker,  Edith  L 54 

Pettit,  George  A 129 

Quaife,   Elise  West 86 

Reith,   Emma  A 64 

Rice,  Grantland  167 

Roosevelt,  Theodore   137 

Schell,    Stanley    

Shank,   Clarence    D 45 

Sheldon,  Verna    56 

Sheridan,  Richard  B 43,  144 

Stolz,   Mary  Rosalie 50 

Taylor,  James   Monroe 25 

Thrall,   Harriet   M 57 

Titus-Werner,  M.  Stanleyetta  140 

Togo,  Hashimura  170 

Vincent,  John   H 21 

Voss,   Lewis   C 58 

Wager,  Ralph  W 59 

Walsh,  James  J 12S 

Washington,  Booker  T 121 

Waters,   Robert    145 

Weldon,  Samuel   44 

Whitcomb,   May   36 

Willis,   N.  P 143 

Wilson,    McLandburgh    73 

Wilson,  Woodrow   18 


Werner's  Readings  No.   54 — page   11 


Werner's 
Readings  and  Recitations 

~  No.  54 


Commancament   Week 

(Copyright,   1915,  by  Edgar  S.  Werner.) 


INTRODUCTION 


COMMENCEMENT  WEEK  FEATURES. 


THE  school  and  college  year  is  drawing  to  a  close.  Once  more 
cities  and  towns  are  filled  with  guests  from  far  and  near. 
Alumni,  mothers  and  fathers,  sisters  and  brothers,  all  accept  the 
invitation  to  be  present  at  the  concluding  exercises  of  the  year.  Vari- 
ous colleges  observe  no  established  order  of  things.  Certain  customs 
belong  exclusively  to  some  one  institution.  Certain  traditions,  rigidly 
observed,  are  distinct  and  individual.  However,  a  similarity  of  purpose 
results  in  similarity  of  programs,  closely  resembling  one  another. 

It  is  difficult  to  judge  who  enjoys  this  holiday  week  the  more. 
Is  it  the  youth  just  completing  his  preparation  for  work  in  the  world? 
Is  it  the  old  grad  who  returns  to  his  ten-year,  twenty-five-year,  fifty- 
year  reunion?  How  quickly  alumni  may  be  discovered!  Their  faces 
beam  with  delight  at  the  progress  made  by  alma  mater  since  they  last 
visited  her.  The  slightest  change  is  of  interest  to  them;  and,  when 
they  meet  a  classmate,  or  a  friend  of  former  years,  their  joy  knows 
no  bounds. 

But  there  are  many  guests  other  than  the  old  grads.  His  mother 
and  his  sisters  and  his  cousins  and  his  aunts  are  delightful  visitors  on 
account  of  their  unlimited  enthusiasm.  How  eagerly  they  listen  to 
recitals  of  college-pranks.  How  cordially  they  welcome  "My  brother's 
friends,"  and  how  the  class-lions  roar  when  coralled  and  asked  to 
growl  a  bit,  be  it  ever  so  gently.  A  man  may  not  be  a  hero  to  his 
valet,  but  he  certainly  fills  that  role  to  his  women-folk  in  Commence- 
ment Week  at  last.  They  trim  up  the  campus  wonderfully,  these  gayly- 
gowned  girls! 

Class-day  is  thoroughly  enjoyed  by  participants  even  more  than 
by  the  audience.  The  wits  of  the  class  shine  forth  in  all  their  bril- 
liancy. In  the  spirit  of  cordial  good-fellowship  every  member  of  the 
class  is  set  before  the.  world  in  his  true  colors.    His  faults  and  failings 

(13) 


14  WERNER'S  READINGS  NO.  54 

are  carefully  rehearsed;  forgotten  escapades  are  called  to  mind  with1 
startling  frankness.  The  historian  and  statistician  portray  the  past  life 
of  the  class;  the  prophet  foretells  the  future;  the  chairman  of  the 
"grind  committee,"  as  he  is  known  in  some  colleges — the  "presentation 
orator"  in  others,  distributes  among  his  mates  souvenirs  with  the  best 
wishes  of  the  class,  amid  the  laughter  of  the  audience.  These  trifles 
are  carefully  guarded  with  other  college-trophies  and  by-and-by  occupy 
en  important  place  in  the  "den"  at  home;  each  trophy  being  a  nail  on 
which  are  hung  pleasant  memories. 

A  pleasing  custom  in  many  colleges  is  planting  of  ivy  by  the 
graduating  class,  the  ivy  to  serve  as  a  visible  reminder  to  coming  gen- 
erations of  students  of  the  class  which  planted  it.  Naturally,  such  an 
event  must  be  attended  with  ceremonial.  An  ode  is  written  by  the 
class-poet;  and,  while  the  ivy  is  being  planted,  this  ode  is  read  or  sung. 
This  may  close  the  ivy-exercises.  College  and  class-songs,  an  address 
concerning  the  value  of  such  a  custom,  are  the  usual  features  of  these 
exercises. 

At  every  institution  certain  privileges  and  properties  belong  by 
tradition  to  the  Senior  class.  Perhaps  Seniors  are  permitted  to  occupy 
certain  steps  when  singing  college  or  class-songs;  but,  whatever  the 
privilege,  it  must  be  formally  handed  down  to  the  next  class  before 
the  Senior  becomes  an  alumnus.  These  are  the  most  impressive  exer- 
cises of  the  Commencement  season,  these  by  which  the  graduating 
class  voluntarily  acknowledge  that  their  college  days  are  past.  Col- 
lege and  class-songs  are  the  order  of  exercises.  The  last  will  and 
testament  of  the  class  is  read.  The  step-song  is  sung,  and — the  Senior 
is  a  self-acknowledged  alumnus,  even  if  he  has  not  yet  received  his 
degree. 

When  the  institution  is  fortunate  enough  to  have  near  a  body  of 
water,  boat  races  or  a  float  is  held.  These  give  opportunity  for  rival 
class  spirit  to  express  itself.  The  Wellesley  float  is  famous  for  beauty 
and  skill  of  the  oarsmen.  The  aesthetic  effect  is  increased  by  songs  and 
choruses,  sung  by  young  women. 

Baccalaureate  Sunday  and  Comencement  Day  are  the  most  formal 
occasions  and  the  last  times  the  class  assemble  in  a  body,  officially. 
The  gay  throng  of  guests  does  not  wholly  lift  the  somber  atmosphere 
enveloping  the  college  as  the  cherishing  mother  gently  admonishes 
before  sending  the  youth  into  the  world.  These  last  days  strengthen 
ties  of  friendship  incredibly.  .... 

A  formal  reception  is  given  to  graduates  and  their  friends  by  the 
faculty.  Decorations  are  in  college  and  class-colors.  The  gymnasium 
is  arranged  for  dancing;  the  campus  is  lighted  with  Japanese  lanterns; 
refreshments  are  served  out-of-doors  as  well  as  indoors. 

But  the  informal  receptions  at  various  fraternity -houses  are  less 
imposing  but  more  delightful.  These  are  held  all  through  the  week, 
are  sandwiched  in  between  times,  and  are  charming  affairs.  Small 
supper-parties  are  another  feature  thoroughly  enjoyed  by  everyone, 
for  at  these  functions  mothers  and  sisters  meet  their  sons  and  brothers 
chums. 

******* 

The  one  essential  characteristic  of  Commencements  should  be 
simplicity.    It  is  an  attitude  of  mind -not  a  way  of    doing    things. 


COMMENCEMENT  WEEK  15 

Whenever  one  is  quite  straightforward,  expressing  one's  nature  freely, 
without  effort  and  without  striving  for  effect,  one  is  simple,  whatever 
be  one's  habits  or  actions.  Commencement  is  one  of  the  times  when 
striving  for  position  is  most  evident.  Usually  the  parents  least  able 
to  spend  money  make  most  elaborate  preparations  for  their  children's 
graduation;  and  this  is  with  no  other  purpose  than  to  keep  up  false 
appearances  and  to  advance  their  children  socially.  The  prettiest  and 
most  appropriate  dress  for  a  girl  on  this  occasion  is  a  simple  white 
frock. 

Commencement  exercises  should  be  made  formal  and  dignified. 
If  the  school  has  a  service  or  some  order  of  exercises  which  it  uses 
frequently  and  to  which  pupils  are  accustomed,  it  is  good  to  use  this 
on  Commencement  program  with  necessary  additions.  No  service  or 
order  of  exercises  could  be  more  suitable  to  a  school  Commencement 
than  the  service  pupils  have  used  throughout  the  year.  There  are 
some  beautiful  school  hymns  every  pupil  should  know.  There  are 
prayers,  too,  fitting  to  school  celebrations. 

A  most  fitting  Commencement  program  is  one  in  which  the  chief 
feature  is  an  address  by  a  noted  speaker  on  a  topic  of  importance  to 
the  graduates,  their  parents  and  their  friends.  Graduating  essays  have 
little  interest  for  any  but  those  who  write  them;  but  a  speech  from 
one  who  is  in  the  active  life  that  the  graduates  are  to  enter  is  of  interest 
to  all  who  hear  it.  The  impression  made  by  a  speech  of  this  kind  is 
frequently  spoiled,  however,  by  unwise  and  ill-chosen  words  of  school 
officials,  who  use  the  presentation  of  diplomas  for  the  display  of  mean 
wit  and  the  utterance  of  platitudes.  Diplomas  should  be  presented  in 
simple  and  dignified  manner  by  the  principal  of  the  school.  At  college 
such  presentations  are  made  with  formal  Latin  phrases. 

Commencement  takes  place  usually  at  a  season  when  there  is  a 
peculiar  appropriateness  in  having  many  celebrations  outdoors.  Scenes 
from  Shakespeare,  or  a  pastoral  play,  with  possibly  chorus  singing,  all 
on  a  lawn  in  the  late  afternoon,  is  charming.  Afterward  the  players, 
their  friends  and  teachers  may  meet  and  chat  with  the  freedom  and 
pleasure  that  one  feels  only  outdoors. 

Few  occasions  are  more  enjoyed  than  a  school-breakfast  served 
outdoors  at  long  tables,  or  on  the  grass,  with  toasts  responded  to  by 
members  of  the  school.  Such  occasions  train  boys  and  girls  to  speak 
with  ease,  if  not  brilliantly. 

One  of  the  pleasantest  times  of  Commencement  Week  is  a  final 
party  for  the  graduates  alone — after  graduation  is  over.  There  is  a 
spread,  or  a  picnic  or  luncheon  at  a  country-club  or  farmhouse,  and 
an  afternoon  outdoors,  spent  in  "reminiscing,"  singing  school-songs, 
talking  of  plans,  etc. 

Sometimes  the  functions  of  Commencement  Week  are  those  of 
general  society.  People  enjoy  dramatics,  and  it  is  rarely  difficult  to 
manage  an  entertainment,  especially  if  it  is  outdoors  and  kept  simple. 
Usually,  too,  one  can  find  some  one  who  sings  ballads  or  national  and 
folk-songs,  and  these  please  boys  and  girls.  Or  perhaps  some  one  may 
be  got  to  do  national  dances  in  costume.  An  interesting  celebration  is  a 
historic  pageant  representing  foreign  festivals  and  pastimes,  such  as 
a  revival  of  old  English  games  and  Morris  dances.  Occasionally  reci- 
tations, or  impersonations,  are  of  interest.  Often  an  evening  can  be 
merrily  ended  with  a  Virginia  Reel. 


PART     I. 

Baccaulaureate  Sermons 


BACCALAUREATE     SERMONS     AND     ADDRESSES 
WHAT  THEIR  CHARACTER  AND  AIMS 
SHOULD  BE. 


THE  long-established  custom  of  delivering  baccalaureate  sermons 
has  undergone  transformations.  When  in  this  country  there 
were  only  two  or  three  State  universities,  and  but  a  few  colleges 
on  a  private  foundation,  the  Christian  religion  dominated  the  higher 
agencies  of  education.  Harvard,  Yale,  Williams,  Amherst,  Bowdoin, 
Dartmouth,  Princeton,  Brown  University,  Wesleyan  University,  and 
many  others,  were  established  by  different  religious  denominations. 
Baccalaureate  sermons  took  on  the  cast  of  the  communion  which  sup- 
ported the  institution.  Either  the  president,  one  of  the  professors 
selected  by  him,  or  some  distinguished  theologian,  delivered  a  dis- 
course intended  to  inspire  those  who  received  the  degree  of  Bachelor 
of  Arts  with  a  deep  sense  of  their  obligations  to  their  God,  their  church 
and  their  country.  Of  late,  many  baccalaureate  sermons  are  disquisi- 
tions on  various  phases  of  education  or  problems  of  legislation.  Some 
Commencement  orators  read  and  then  take  leave  of  the  text,  retain- 
ing only  the  characteristics  of  a  didactic  or  polemic  discussion  on 
topics  not  connected  with  religion  or  ethics. 

Several  elements  should  enter  into  a  baccalaureate  sermon.  There 
should  be  optimism  as  respects  individual  possibilities;  doleful  prog- 
nostications should  not  be  indulged.  If  endowed  with  common-sense, 
honesty,  and  perseverance,  a  student  need  scarcely  put  bounds  to  any 
legitimate  ambition.  Strange  as  it  may  appear,  some  students  find 
themselves  depressed  when  the  time  comes  to  depart  from  college. 
They  realize  the  difference  between  having  one's  work  cut  out  and 
being  compelled  to  look  for  a  vocation  and  secure  a  position.  This 
depression  can  be  intensified  to  profound  discouragement  and  dissipa- 
tion of  energy.  But,  on  the  other  hand,  if  properly  treated  by  the 
Commencement  orator,  it  may  be  removed  and  abounding  hope  take 
its  place. 

Optimism  as  respects  the  graduate's  intellectual  equipment  is  a 
great  stimulant.  The  curriculum  of  any  college  contains  enough  to 
put  the  conscientious  student  far  in  advance  of  persons  of  equal  natural 
endowment  who  have  not  had  similar  helps  and  opportunities.  A 
strain  of  optimism  also  as  to  the  benefits  of  moral  development  is 
valuable.  The  highest  eloquence  here  has  a  scope  which  is  limited 
only  by  the  personality  of  the  speaker  and  the  capacity  of  the  hearer. 
Optimism  as  an  aid  to  morality  is  valuable.  The  student,  whose  habits 
have  not  been  praiseworthy,  should  be  made  to  see  that  he  can  leave 
them  all  behind  and  enter  a  course  that  will  guarantee  the  confidence 
of  those  whom  he  may  meet  in  the  battle  of  life. 

Yet,  with  this  general  optimistic  feeling,  there  should  be  a  tinge 
of  uncertainty.  Life  is  full  of  surprises.  Cast-iron  rules  and  detailed 
predictions  are  beyond  the  power  of  mortal  man  to  perfect.     It  is 

CVTO54— 16) 


COMMENCEMENT  WEEK  \7 

dangerous  to  leave  the  impression  that  the  new  alumni  will  float  as 
upon  a  boat  in  a  deep  and  pure  stream  to  the  desired  harbor;  for, 
beneath  that  stream,  there  may  be  rocks  jutting  up  so  that  caution 
and  care  must  be  in  exercise  at  every  moment.  Young  men  should  be 
made  to  feel  that  everything  depends  on  rectitude,  energy  of  effort, 
and  soundness  of  judgment. 

Baccalaureate  sermons  should  have  a  plea  somewhere  for  con- 
tinued training  and  addition  to  knowledge.  To  rest  on  the  past  is 
more  than  sloth;  it  is  actual  decay.  Attention  should  be  given  to  the 
love  of  one's  alma  mater  and  to  the  production  of  a  determination  to 
honor  it,  to  help  it,  and  to  recommend  it  to  others.  To  impress  the 
mutual  disposition  to  aid  that  should  prevail  among  the  alumni,  is  a 
worthy  subject  for  consideration  and  enforcement. 

The  intricate  social  problems  forcing  themselves  upon  attention 
should  not  be  discussed  as  abstractions  or  based  wholly  upon  altruistic 
considerations.  A  Christian  college  recognizes  the  Gospel  as  the 
fountain  of  wisdom,  not  only  in  relation  to  the  union  of  man  with 
God,  but  to  the  union  of  men  with  each  other. 

Some  years  since,  all  the  more  important  baccalaureate  addresses 
and  sermons  were  printed  in  full;  and,  while  the  colleges  and  universi- 
ties rested  on  the  Christian  foundation,  and  while  the  students  were 
gathered  from  all  parts  of  the  country  by  the  emphasis  placed  on  the 
Christian  character  of  the  institution,  in  some  of  the  baccalaureate 
sermons  or  addresses  there  was  not  one  thought  or  one  word  that 
would  have  suggested  to  an  educated  Oriental  the  idea  that  there  was 
such  an  institution  in  the  world  as  the  Christian  religion.  There  was 
no  word  relating  the  institution  or  the  student  to  Christ  as  the  center 
of  truth,  light,  love,  guidance  and  help. 

Finally,  every  baccalaureate  sermon  should  show  that  the  preacher 
is  there,  not  to  enhance  his  reputation  for  literary  or  oratorical  merit, 
but  to  mold  plastic  minds,  to  reinforce  the  powers  for  good  in  church 
and  nation,  and  to  prepare  men  to  carry  forward  the  traditions,  the 
principles,  and  the  instruments  of  a  Christian  civilization. 

The  baccalaureate  preacher  who  fails  to  touch  the  spiritual  or 
moral  nature  of  the  students,  whether  he  be  a  Demosthenes  or  a 
Cicero,  has  lost  his  opportunity.  To  succeed  in  a  spiritual  impression 
high  intellectual  qualities  in  action  are  a  great  aid.  When  heart  and 
intellect  combine  in  due  proportion,  the  baccalaureate  address  will 
never  be  forgotten  by  those  who  hear  it.  Indeed,  such  appeals  have 
often  done  that  which  the  institution,  with  all  its  resources,  had  not 
yet  accomplished,  namely,  so  impressed  an  ideal  of  life  on  those  who 
are  going  out,  as  to  reinforce  the  system  of  truth  and  the  plan  of  salva- 
tion established  by  the  Great  Teacher  who  prepares  for  both  "The  life 
which  now  is  and  that  which  is  to  come." 


DRYDEN'S  EPIGRAM  ON  MILTON. 


Three  Poets,  in  three  distant  ages  born, 
Greece,  Italy,  and  England,  did  adorn: 
The  First  in  loftiness  of  thought  surpassed; 
The  Next  in  majesty;  in  both  the  Last, 
The  force  of  nature  could  no  farther  go: 
To  make  a  third,  she  joined  the  former  two. 


18  WERNER'S  READINGS  NO.  54 

"  BE  NOT  CONFORMED  TO  THIS  WORLD." 


Woodrow  Wilson. 

(President  of  the  United  States.) 


"And  be  not  conformed  to  this  world:  but  be 
ye  transformed  by  the  renewing  of  your  mind, 
that  ye  may  prove  what  is  that  good,  and  ac- 
ceptable, and  perfect,  will  of  God." — Rom.  xii:2. 


(From  Baccalaureate  Sermon  delivered  when  President  of  Princeton  University.) 


THE  college  graduate  almost  always  thinks  of  himself  as  just 
about  to  begin  life.  There  is  a  great  deal  that  is  false  in  the 
thought.  He  has  been  in  the  midst  of  life  twenty  years  and 
more,  and  every  year  has  added  to  the  intimacy  and  the  variety  of  his 
contact  with  the  persons  and  the  circumstances  that  lay  about  him. 
He  is,  however,  at  the  threshold  of  the  life  which  is  to  mean  constant 
and  independent  endeavor,  the  actual  making  of  the  career  he  has  been 
looking  forward  to. 

The  text  of  Scripture  that  has  seemed  to  come  most  directly  to 
my  thought,  as  I  pondered  this  turning-point  in  your  life,  is,  "Be 
not  conformed  to  this  world:  but  be  ye  transformed  by  the  renewing 
of  your  mind,  that  ye  may  prove  what  is  that  good,  and  acceptable, 
and  perfect,  will  of  God."  It  may  seem  strange  and  futile  to  tell  a 
company  of  young  men  who  are  about  to  go  out  into  the  world  to 
ask  a  living  of  it — that  they  must  not  conform  to  what  they  find,  must 
not  accept  the  rules  of  the  life  they  enter  as  those  who  would  learn 
and  not  as  those  who  .would  teach.  Their  advice  will  neither  be  asked 
nor  accepted,  and  they  will  be  laughed  at  for  their  pains  if  they  offer 
it.  But  the  counsel  of  the  words  I  have  quoted  is  no  counsel  of  pre- 
sumption. It  is  a  counsel  of  integrity.  The  "world"  is  no  fixed  order 
of  life  that  stands  unchanged  from  generation  to  generation.  Its  habit 
and  practice  change  with  every  generation  that  rules  it,  and  your  gen- 
eration is  to  come,  one  of  these  days,  upon  its  years  of  rule.  Have 
you  anything  in  your  hearts  which  will  distinguish  you  from  the  com- 
mon run  of  men  who  lose  themselves  in  the  mass  and  never  emerge 
again  carrying  any  light  of  their  own? 

"Be  not  conformed  to  this  world," — this  world  that  is  always 
changing.  You  have  been  given  an  opportunity  to  get  the  truths 
which  are  of  no  age;  you  know  the  high  laws  by  which  the  world's 
progress  has  ever  been  gauged  and  assessed.  Amidst  every  altered 
aspect  of  time  and  circumstance  the  human  heart  has  remained  un- 
changed. "Be  not  conformed  to  this  world:  but  be  ye  transformed 
by  the  renewing  of  your  mind," — by  that  simplification  of  motive  and 
of  standard  which  is  a  return  to  youth  and  naturalness  of  thought 
drawn  out  of  the  fountains  of  just  thought  and  true  feeling.  At  them, 
and  only  at  them,  do  you  get  a  veritable  and  constant  renewal  of  your 
minds.  Some  of  them  are  the  fountains  of  learning,  which  have  here 
been  so  accessible  to  you. 

Learning  is  knowledge  purged  of  all  that  is  untested  and  epheme- 
ral.   It  is  neither  the  rumor  of  the  street,  nor  the  talk  of  the  shop, 


COMMENCEMENT  WEEK  19 

nor  the  conjecture  of  the  salon.  It  has  been  purified  and  sifted  in 
quiet  rooms  to  which  passing  fashions  of  thought  do  not  penetrate. 
It  has  passed  through  mind  after  mind  like  water  through  the  un- 
tainted depths  of  the  earth,  and  springs  to  the  places  of  its  revelation, 
not  a  thing  of  the  surface,  but  a  thing  from  within  where  the  sources 
of  thought  lie.  Men  come  and  go,  but  these  things  abide,  like  the 
face  of  the  heavens.  And  so  the  fountains  of  learning  become  the 
fountains  of  perpetual  youth.  At  them  are  our  minds  renewed.  Learn- 
ing has  come  into  the  world,  not  merely  to  clear  men's  eyes  and  give 
them  mastery  over  nature  and  human  circumstance,  but  also  to  keep 
them  young,  never  staled,  always  new,  like  the  stars  and  the  hills  and 
the  sea  and  the  vagrant  winds,  which  make  nothing  of  times  or  occa- 
sions, but  live  always  in  serene  freedom  from  any  touch  of  decay,  the 
sources  of  their  being  some  high  lav/  which  we  cannot  disturb. 

There  are  other  springs  of  the  spirit  which  hold  us  to  the  origi- 
nals of  all  that  is  fresh  and  enjoyable  in  the  life  from  which  we  draw 
our  strength.  There  are  the  fountains  of  friendship,  copious,  free, 
inexhaustible,  confined  to  no  time  or  region  or  season.  It  is  very 
delightful  to  consort  with  companions  who  gratify  our  zest  for  good 
fellowship,  amuse  us  with  gay  talk  and  entertaining  jest,  walk  our  own 
familiar  ways  of  thought  and  feeling,  welcome  our  coming  and  never 
bore  us.  But  friendship  is  a  much  larger,  much  finer,  much  deeper 
thing,  than  this  mere  relish  of  good  company.  Let  true  and  deep 
affection  once  grip  you;  let  interest  and  pleasure  once  deepen  into 
insight  and  sympathy  and  a  sense  of  vital  kinship  of  mind  and  spirit, 
and  the  relationship  takes  on  an  energy  and  a  poignancy  you  had  not 
dreamed  of  in  your  easy  search  for  pleasure.  Spirit  leaps  to  spirit 
with  new  understanding,  new  eagerness,  new  desire:  and  then  you 
may  make  proof  whether  it  be  true  friendship  or  not  by  the  quick  and 
certain  test  whether  you  love  yourself  or  your  friend  more  at  any 
moment  of  divided  interest.  True  friendship  is  of  a  royal  lineage. 
It  is  of  the  same  kith  and  breeding  as  loyalty  and  self-forgetting  devo- 
tion, and  proceeds  upon  a  higher  principle  even  than  they.  For  loyalty 
may  be  blind,  and  friendship  must  not  be;  devotion  may  sacrifice  princi- 
ples of  right  choice  which  friendship  must  guard  with  watchful  care. 
You  must  act  in  your  friend's  interest  whether  it  please  him  or  not: 
the  object  of  love  is  to  serve,  not  to  win. 

I  suppose  that  we  can  speak  of  our  minds  as  indeed  renewed  when 
they  are  carried  back  in  vivid  consciousness  to  some  primal  standard 
of  thought  and  duty;  to  images  which  seem  to  issue  direct  from  the 
God  and  Father  of  our  spirits,  fresh  with  immediate  creation,  clear  as 
if  they  had  the  light  of  the  first  morning  upon  them.  It  is  thus  of 
necessity  that  our  renewal  comes  through  love,  through  pure  motive, 
through  intimate  contact  with  whatever  reminds  us  of  what  is  perma- 
nent and  forever  real,  whether  we  taste  it  in  the  fountains  of  learning, 
of  friendship,  or  of  divine  example,  the  crown  alike  of  friendship  and 
of  truth.  To  one  deep  fountain  of  revelation  and  renewal  few  of  you 
have  had  access  yet, — I  mean  the  fountain  of  sorrow.  I  will  not  tell 
you  of  these  waters.  I  only  beg  that  when  they  are  put  to  your  lips, 
as  they  must  be,  you  will  drink  of  them  as  those  who  seek  renewal 
and  know  how  to  make  of  sadness  a  mood  of  enlightenment  and  of 
hope. 

You  see  that  I  but  go  about  to  elucidate  a  single  theme:   that  all 


20  WERNER'S  READINGS  NO.  54 

individual  human  life  is  a  struggle,  when  rightly  understood  and  con- 
ducted, against  yielding  in  weak  accommodation  to  the  changeful,  tem- 
porary, ephemeral  things  about  us,  in  order  that  we  may  catch  that 
permanent,  authentic  tone  of  life  which  is  the  voice  of  the  Spirit  of 
God.  Every  man  not  merely  of  vagrant  mind,  has  been  aware  many 
times  of  some  unconquerable  spirit  that  he  calls  himself,  which  isi 
struggling  against  being  overborne  by  circumstance,  against  being 
forced  into  conformity  with  things  his  heart  is  not  in.  He  feels  in- 
stinctively that  the  only  victory  lies  in  nonconformity.  Nonconformity 
is  not  antagonism;  is  not  the  impossible  task  of  rebuking  and  recon- 
structing the  world.  The  world  always  responds  to  the  breath  of 
progress  when  it  finds  an  authentic  man,  whom  it  cannot  crush  or 
ignore,  who  speaks  always  words  of  his  own,  and  yet  who  flings  no 
foolish  defiance  to  his  generation,  is  ready  for  all  generous  coopera- 
tion, is  an  eager  servant  of  his  day  and  time, — just  a  self-respecting, 
thoughtful,  unconquerable  human  spirit. 

The  university  has  been  a  place  of  transformation  for  you,  whether 
you  willed  it  to  be  or  not.  You  are  not  what  you  were  when  you 
came  here:  you  cannot  have  escaped  some  wider  view  of  men  and  of 
truth  and  of  circumstance  and  of  nature  than  you  had  when  you  came 
here  unformed  boys;  and  for  some  of  you  the  transformation  has  been 
complete.  The  transformed  university  man,  whose  thought  and  will 
have  been  renewed  out  of  the  sources  of  knowledge  and  of  love,  is  one 
of  the  great  dynamic  forces  of  the  world. 

Our  true  wisdom  is  in  our  ideals.  Practical  judgments  shift  from 
age  to  age,  but  principles  abide;  and  more  stable  even  than  principles 
are  the  motives  which  simplify  and  ennoble  life.  That,  I  suppose,  is 
why  the  image  of  Christ  has  grown,  not  less,  but  more  distinct  in  the 
consciousness  of  the  race  since  the  tragic  day  in  which  He  died  upon 
the  cross.  His  is  the  nonconformity  of  the  perfect  individual,  unso- 
phisticated, unstaled,  unsubdued.  His  is  the  perfect  learning  distilled 
into  wisdom,  the  perfect  friendship  lifted  to  the  utter  heights  of  self- 
sacrifice,  the  perfect  sorrow  steeped  in  hope,  which  keep  his  mind  and 
spirit  spontaneous,  creative,  the  cause,  not  the  result,  of  circumstance. 
Not  all  the  hoarded  counsel  of  the  world  is  worth  the  example  of  a 
single  person:  it  is  abstract,  until  incarnated;  and  here,  incarnate,  is 
the  man  Christ  who  in  his  own  life  and  person  shows  us  "what  is  that 
good,  and  acceptable,  and  perfect,  will  of  God,"  which  would  have  us 
see  in  the  face  of  all  knowledge,  of  all  love,  of  all  experience,  the  long 
lines  of  light  which  illuminate  the  meaning  of  our  lives, — lines  that 
blaze  unbroken  out  of  the  elder  ages  that  have  gone  and  sweep  past 
us  into  the  mysterious  days  whither  we  go,  from  which,  one  by  one, 
we  draw  the  veil  away. 

In  an  ancient  place  of  learning  we  stand  where  generations  meet 
and  merge,  where  ages  render  their  common  reckoning;  and  the  teach- 
ing of  a  university  with  regard  to  the  long  processes  of  human  life 
should  be  the  same  as  the  Master's:  that  every  soul  that  is  truly  to 
live  must  be  born  again,  must  come  fresh  into  its  own  age  with  the 
spirit  of  immortality — which  is  the  spirit  of  eternal  youth — upon  it, 
the  brightness  of  another  morning  of  creation  about  it,  the  dayspring 
from  on  high.  "Be  not  conformed  to  this  v/orld:  but  be  ye  trans- 
formed by  the  renewing  of  your  mind,  that  ye  may  prove  what  is 
that  good,  and  acceptable,  and  perfect,  will  of  God,"  which  is  without 


COMMENCEMENT  WEEK  21 

date  or  age  or  end  and  which  gives  to  every  one  of  us  a  like  immortal 
youth  and  liberty  and  power. 

It  is  a  solemn  thing  to  look  one  another  for  the  last  time  in  the 
eyes,  to  grasp  hands  and  say  farewell;  but  we  do  not  in  fact  break 
company  if  we  have  indeed  been  linked  in  spirit.  Be  brave;  walk  with 
open  and  uplifted  eyes;  let  neither  hardship  nor  sorrow  touch  you, 
with  dismay.  Nothing  but  our  own  weakness  can  taint  the  integrity 
of  manly  candor  and  simple  uprightness.  God  send  you  stout  hearts 
in  all  weather.  Our  love  and  our  faith  shall  follow  you.  We  pledge 
you  with  all  good  cheer  for  the  long  journey,  and  pray  God  we  shall 
all  meet  at  home  at  its  end. 


PERFECT  LIFE. 


John  H.  Vincent. 

(Methodist  Episcopal  Bishop.) 


(From   Baccalaureate    Sermon   delivered    at    Chautauqua    University.) 


"Let  us  go  on  unto  perfection." 

A  MAN  is  to  be  pitied  who  is  satisfied  with  his  past,  and  who  has 
not  outgrown  it.  It  is  not  well  to  live  among  the  beginnings, 
coveting,  as  some  dear  saints  do,  the  return  of  "the  first  love, 
wherefor  let  us  cease  to  speak  of  the  first  principles  of  Christ,  and 
let  us  go  on  unto  perfection."  To  you,  graduates  on  this  day  that 
marks  a  stage  in  your  educational  progress,  I  wish  to  make  an  appeal 
in  behalf  of  a  more  advanced  life,  intellectual  and  spiritual,  and  to 
incite  you  to  greater  diligence  in  seeking  a  more  complete  and  full- 
orbed  life — a  life  of  "perfection." 

Some  of  us,  when  talked  to  about  "perfection,"  at  once  draw  back, 
or  shrug  our  shoulders,  and  say:  "O,  this  is  well  enough  for  the  rare 
saints  who  have  nothing  to  do  with  life  and  the  world  and  society, 
invalids  who  must  soon  die,  and  hermits  and  ascetics  who  are  already 
dead  to  the  world,  but  not  for  us."  Or  we  may  know  a  class  of  most 
unsaintly  souls  who  have  professed  "perfection"  and  through  incon- 
sistency have  repelled  us.  "We  have  had  enough  of  'perfectionism,' " 
we  say. 

Now,  I  do  not  much  believe  in  hermits,  and  not  at  all  in  ascetics; 
and,  as  for  the  "perfectionists"  of  a  certain  class,  I  am  ready  to  con- 
cede that  many  of  them  are  perfectly  uncomfortable  as  neighbors  and 
often  demonstrate  how  imperfect  a  well-intentioned  soul  may  be;  but, 
after  all,  there  is  an  ideal  perfection.  The  imagination  outreaches  the 
possibility  of  the  executive  faculties.  "How  do  you  paint  such  pic- 
tures?" asked  a  man  of  an  artist.  He  replied:  "I  do  not  know.  I 
dream  dreams  and  see  visions,  and  I  reproduce  my  dreams  and  visions." 
As  artists  dream  of  the  best,  so  within  the  soul  may  Christians  dream 
and  aspire  and,  beyond  the  common  thought,  attain. 

We  often  enjoy  a  "perfect  day,"  we  have  traveled  a  "perfect  road." 
We  speak  of  a  "perfect  legal  document,"  all  the  provisions  of  which 
are  within  the  intentions  of  its  author,  within  the  limits  of  the  law, 
and  in  the  form  of  its  expression  adequate  and  definite.    A  thing,  an 


22  WERNER'S  READINGS  NO.  54 

act,  or  a  document  is  thus  "perfect."  Whatever  is  begun  and  carried 
through  to  its  legitimate  end,  is  perfect.  The  perfecting  of  a  thought 
is  in  the  deed  that  it  conceives.  The  thinker  becomes  a  doer.  He 
thinks  the  thought,  and  the  thought  is  perfected  in  action.  The  thought 
may  demand  trust,  and  he  trusts.  It  may  be  a  word  that  should  be 
spoken,  and  he  speaks  it.  It  may  be  an  important  choice,  and  he 
chooses.  This  is  what  a  soul  is  for,  to  bring  things  to  pass,  to  carry 
a  thought  through  a  purpose  to  its  proper  end,  in  action;  to  think  and 
to  do;  to  desire  and  to  do,  and  so  to  think  and  desire  and  do  as  to  be 
a  human  vine,  growing,  budding,  blooming,  yielding  fruit,  after  its  kind, 
a  perfect  process. 

The  world  is  full  of  men  who  resolve  but  who  do  nothing.  They 
are  fertile  in  brilliant  ideals,  but  nothing  comes  of  them.  The  perfect 
man  is  the  man  who  sees  the  ideal,  desires  to  realize  it,  and  inquires 
about  ways  and  means.  His  resolve  goes  through  to  the  end,  and  the 
end  is  the  perfecting  of  his  thought  and  resolve. 

Let  God  and  His  truth  have  full  sway  in  our  soul;  let  the  intellect 
apprehend  it,  and  the  affections  embrace  it,  and  the  will  elect  it,  and 
the  whole  manhood  be  possessed  by  it;  and  you  have  an  illustration  of 
"perfection,"  a  love  that  is  a  perfect  love,  a  faith  that  is  a  perfect  faith, 
and  a  salvation  that  is  a  perfect  salvation.  But  how  can  one,  who  has 
sinned,  and  loved  sin,  and  is  helpless  in  his  bondage,  dream  of  ever 
attaining  such  perfection?  Look  at  that  child  of  five  years  on  its  way 
up  the  narrow  zigzag  path  that  reaches  to  the  top  of  the  rugged  cliff. 
That  child  is  in  its  father's  arms,  and  is  in  this  dangerous  passage 
as  safe  and  as  strong  as  the  expert  father  whose  confidence,  skill,  and 
courage  protect  the  lad  in  his  journey.  Again  I  see  the  father  and 
son  in  a  wild  storm  at  sea.  How  strong  are  they?  As  strong  as  the 
ship  they  sail  on.  And  the  captain,  who  knows  the  ship  and  sea,  smiles 
as  he  says,  "We  are  perfectly  safe." 

Let  us  look  at  one  more  illustration  of  the  perfect  security  which 
the  Gospel  proclaims.  A  heavy  debt  which  my  friend  cannot  pay  rests 
on  him  like  an  insupportable  burden.  Here  comes  a  friend,  and  pays 
every  penny  of  his  debt.  He  is  perfectly  free,  except  as  bound  in 
obligation  to  the  friend  that  saved  him,  an  obligation  that  becomes 
a  source  of  gratitude  and  joy  and  an  incentive  to  perpetual  endeavor. 

Supreme  love,  perfect  love,  is  possible  to  the  human  heart.  A 
mother  may  love  her  child  perfectly,  with  all  her  heart.  Is  it  not 
possible  to  be  so  controlled  by  the  charm  of  virtue,  to  be  so  con- 
vinced of  the  reality  of  Christ  as  to  love  truth  and  righteousness  and 
spiritual  verities  with  the  whole  heart?  There  is  such  an  attainment 
as  a  perfect  faith  in  Christ.  A  child's  faith  in  its  father  may  be  a 
perfect  faith.  This,  then,  is  the  spiritual  idea  of  perfection,  the  whole 
man  in  action,  with  a  thought,  a  decision,  a  determination  carried  all 
the  way  through  to  performance. 

Now  you  can  understand  how  it  is  that  men  so '  full  of  faults  in 
the  Old  and  New  Testament  times  are  spoken  of  as  "perfect" — men 
like  Noah,  and  Abraham,  and  Peter,  and  others.  They  had  the  force 
that  carried  a  resolve  through  to  the  end.  They  perfected  their  re- 
solves concerning  God.  A  very  imperfect  man  may  have  a  love  that 
is  perfect.  A  very  imperfect  man  may  be  governed  by  a  perfect 
wisdom  in  selecting  an  end,  pursuing  it  wisely.  Speech  may  be  full 
of  blunders,  and  yet  it  may  be  eloquent  with  a  perfect  love.     Manners 


COMMENCEMENT  WEEK  23 

may  be  awkward  and  unconventional,  but  they  may  be  beautiful 
through  the  sympathy  and  good-will  which  inspire  them. 

Members  of  the  Class  of ,  you  have  come  to  the  end  of  a  pre- 
scribed course  of  study.  Having  reached  the  end  of  the  beginning, 
you  are  now  again  to  begin,  reading  and  thinking  and  being  and  doing, 
that  to  the  beginning  there  may  be  no  end.  The  career  upon  which 
you  have  entered  is  a  unity,  not  broken  by  the  day  of  graduation  and, 
indeed,  not  interrupted  by  the  day  of  death,  but  stretching  out  into 
eternity.  You  live  forever,  and  however  conditions  may  change,  you 
remain.  Perpetual  progress  is  the  law  of  life.  "Forgetting  the  things 
that  are  behind,  *  *  *  let  us  go  on  unto  perfection."  Connect  your 
will  with  your  intellect,  and  go  on  to  perfection  in  doing  the  thing 
you  think  and  approve.  Carry  out  to  its  end  every  worthy  impulse. 
Form  the  habit  of  doing  this.  Grow  in  personal  character,  in  self- 
control,  in  patience,  in  cheerfulness  and  hopefulness,  in  the  grace  of 
speech,  and  in  the  wisdom  of  silence.  With  the  passing  years  we 
ought  to  become  more  interesting  to  those  who  know  us  best,  not 
concealing  our  little  faults,  our  infelicities  of  manner,  remains  of  old 
habits  formed  in  years  of  thoughtlessness  and  selfishness,  but  eradi- 
cating them,  going  on  to  perfection  in  the  beautiful  art  of  tenderness 
and  unselfish  sympathy. 

Knowledge  without  these  graces  is  of  slightest  value.  Without 
them  there  is  no  refinement,  and  there  can  be  no  genuine  politeness. 
With  a  perfect  faith  in  a  perfect  Saviour,  and  the  habit  of  a  perfect 
surrender,  a  surrender  that  completes  in  action  what  it  begins  in 
thought,  a  surrender  to  whatever  things  are  true,  honorable,  just,  pure, 
lovely,  of  good  report,  we  shall  live,  the  lowliest  life,  it  may  be,  but 
it  will  be  noble  and  beautiful,  heroic  and  successful.  In  the  light  of 
this  ideal,  "let  us  keep  our  heavenly  Father  in  the  midst,"  "let  us  study 
the  word  and  the  works  of  God,"  and  let  us  "never  be  discouraged." 

"  MEN  OF  LOW  ESTATE." 

. 

Russell  H.  Conwell. 


(From  Baccalaureate  Sermon.) 


THE  text  is  in  the  twelfth  chapter  of  Romans  and  in  the  sixteenth 
verse:  "Condescend  to  men  of  low  estate."  In  this  letter  to  the 
Romans  the  apostle  is  endeavoring  to  teach  the  people  how  best 
to  evangelize  the  world,  and  you  find  the  apostle's  heart  is  wrapped 
up  in  this  great  enterprise  until  his  soul  thrills  and  glows  with  anxiety. 
He  is  very  anxious  for  the  salvation  of  Israel.  And  hence  he  writes 
this  magnificent  letter  full  of  instructions  how  best  to  make  universal 
the  belief  in  Jesus  Christ. 

Paul  did  not  say  those  that  have  no  means;  he  did  not  say:  "Con- 
descend to  those  who  have  lost  their  estate;"  he  did  not  say:  "Conde- 
scend to  men  who  had  a  large  estate  and  wasted  most  of  it  and  only 
have  a  little  left."  He  said:  "'Condescend  to  those  that  have  small 
means,"  and  the  conditions  show  that  the  clearest  minds  have  been 
among  those  who  had  not  wasted  their  estates,  but  whose  estates, 
nevertheless,  were  small. 


24  WERNER'S  READINGS  NO.  Si 

Strike  the  broad  common-sense  of  the  common  people;  enter  in 
among  the  vigorous  minds  and  vigorous  bodies  of  the  earning -classes 
of  the  country,  the  men  of  low  estate.  Go  into  a  working-man's  home 
who  owns  his  little  cottage,  who  has  saved  it  with  great  economy. 
You  will  find  in  no  palace  of  the  Caesars  any  such  beautiful  mother- 
hood. You  will  find  wives  worthy  of  the  highest  position  in  the  records 
of  the  heroic.  They  are  strong  in  love.  You  will  find  fathers  labor- 
ing all  day  with  the  sweat  of  the  brow  and  coming  home  at  night 
with  the  large  heart  beating  pure  to  lay  down  his  dollar  and  a  quarter 
into  the  lap  of  his  wife,  and  say:  "That  is  what  I  have  earned  to-day; 
take  it  and  spend  it  economically;"  and  then  call  for  the  children  and 
take  them  on  his  knee.  He  loves  as  no  other  man  loves.  It  is  there 
you  will  find  the  best  citizens.  They  that  love  their  country  are  they 
who  own  a  little  home,  have  but  little  in  the  world,  but  having  that 
little,  have  earned  it. 

It  was  a  Maine  father  of  broad  Maine  common-sense,  who  called 
his  family  together  some  years  ago.  They  had  seven  sons.  He  said 
to  them:  "Now,  my  boys,  you  are  getting  up  into  the  teens,  and  Ii 
have  made  up  my  mind  that  I  will  not  support  you  any  longer.  My 
means  would  not  warrant  me  doing  for  you  what  some  men  do  for 
their  sons,  and  I  can't  send  you  to  college;  if  you  go,  you  will  have 
to  work  your  own  way.  I  am  not  going  to  rob  mother  of  what  I  want 
to  leave  her  in  case  I  die.  Now,  boys,  just  get  out."  They  went  out; 
one  became  governor  of  Wisconsin,  another  became  governor  of 
Maine,  another  went  to  the  House  of  Representatives,  another  went 
to  the  Senate,  another  held  a  high  position  under  the  government,  and 
another  mounted  the  supreme  bench. 

Low  estate  makes  great  men.  When  Sir  Walter  Scott  had  been 
reduced  to  poverty,  it  was  then  that  you  began  to  hear  of  him.  There 
is  scarcely  a  poet,  mentioned  in  the  history  of  the  world,  whose  name 
lives  beyond  a  century,  but  who  wrote  in  order  to  pay  bills. 

I  remember  Peter  Cooper  telling  how  in  Northern  New  York  he 
went  into  the  grocery  business  and  failed.  Then  he  went  into  the  car- 
riage business  and  failed.  At  last  he  went  to  a  friend  to  borrow  money 
to  start  into  something  else,  but  the  friend  said:  "Young  man,  you 
have  failed  twice  now.  In  the  name  of  common-sense  what  do  you 
begin  again  this  way  for?  Get  some  experience  before  you  get  any 
more  money."    That  advice  Peter  Cooper  followed. 

The  greatest  heroic  element  you  will  find  among  the  class  of  small 
means.  I  saw  a  lady  in  Georgia  whose  husband  was  taken  sick  with 
consumption.  She  was  a  frail  woman,  dependent  on  his  earnings  for 
their  living.  But  when  she  found  something  must  be  done  to  preserve 
their  child  and  himself,  that  brave  young  woman  went  out  to  the 
market  and  took  her  place  behind  the  stall,  and  for  twenty-five  years 
she  earned  the  living  of  that  husband  and  paid  the  expenses  of  his 
funeral  when  he  died.  How  many  a  girl  stands  behind  the  counter, 
of  low  estate,  earning  her  living,  subject  to  temptations  perfectly  ter- 
rible; and  yet  true  to  her  faith  she  goes  through  the  most  wearisome 
years,  the  most  anxious  nights,  and  suffering  days.  Heroism!  You 
will  find  it  best  among  the  common  people;  you  will  find  it  in  its 
greatest  exhibition  of  beauty  among  those  that  have  but  little.  The 
history  of  this  world  has  shown  us  how  these  men  of  low  estate  make 
great  civilization. 


COMMENCEMENT  WEEK  25 

Here  sits  this  class  of  the  Chautauqua  circle;  if  anything  has  made 
this  instrumentality  of  mighty  use  to  the  world,  it  has  been  because 
in  its  inception  it  was  organized  for  the  people  of  small  means;  not 
those  who  could  spend  their  money  to  go  away  to  a  university  in 
Germany;  not  those  that  could  build  their  palaces  at  Long  Branch  and 
Newport.  If  the  Chautauquas  are  still  to  do  the  great  work  for  human- 
ity, that  they  have  been  doing,  they  must  still  retain  this  place  in  the 
ranks  of  mankind,  still  retain  this  purpose  and  condescend  to  men  of 
low  estate.  The  originators  understood  the  Scriptures  aright,  inter- 
preted them  carefully,  and  applied  themselves,  as  did  Christ,  to  the 
inspiring,  uplifting  and  helping  of  men  of  low  estate. 


FIRST  AND  GREAT  COMMANDMENT." 


James  Monroe  Taylor. 

(Ex-President  of  Vassar  College.) 


(From  Baccalaureate   Sermon.) 


WHEN  one  fastens  one's  attention  on  a  mountain  at  the  horizon, 
the  intervening  scene — forest  and  field,  tree  and  rock  and 
stream,  up  to  the  very  fence,  and  road  near  by — is  painted  on 
the  retina  of  the  eye, — but  one  sees  the  mountain!  And  so — love  to 
God,  love  to  man, — these  two  are  essential  to  right  life.  They  are 
indissoluble;  no  complete  truth  or  whole  life  can  be  without  both; 
yet,  happily,  each  carries  in  itself  so  much  of  the  other  that  no  unbal- 
anced assertion  on  our  part  can  destroy  either.  Neighbor,  God — we 
pay  the  penalty  of  half-truth  in  life  and  service,  if  one  or  the  other  is 
neglected  or  forgotten.  There  is,  however,  a  first  and  a  second,  a 
cause  and  a  result.  No  society  without  the  individual,  no  true  indi- 
viduality without  a  social  spirit,  no  full  thought  of  God  without  the 
neighbor,  no  neighbor  (for  long)  without  a  recognized  Higher, — and 
yet  the  neighbor  rests  on  God,  not  vice  versa.  God  is  the  fundamental; 
His  love  and  life  in  us  become  love  to  neighbor.  The  larger  life  is 
due  to  God  in  us.  The  prime  necessity,  if  one  may  so  say  where 
both  must  be, — the  prime  necessity  is  God,  and  our  love  to  Him. 
"On  these  two;"  let  that  stand  for  emphasis  on  the  human  side.  But 
we  dwell  now  on:  "This  is  the  first  and  great  commandment;"  let  that 
affirm  the  primacy  of  the  spiritual. 

To  this  humanitarian  age,  with  splendid  assertion  of  service  to 
man,  it  needs  be  said  that  there  is  something,  even  larger,  on  which 
its  very  being  must  rest,  or  without  it  perish.  That  is  God,  and  the 
largest  thing  in  man  is  that  which  reaches  out  toward  Him  and  has 
power  of  communion  with  the  Infinite.  What  gives  the  dirty  Eastside 
child  his  dignity  and  appeal?  What  is  his  likeness  to  us  that  makes 
the  bond  of  sympathy?  Not  his  dirt,  nor  his  surroundings,  nor  his 
poverty,  but  the  answer  of  his  spirit  to  ours,  the  capacity  for  insight 
and  wisdom  and  outlook  and  higher  destiny. 

But  this  spirit — what  is  it?  Not  power  of  intellect,  not  emotion, 
not  imagination,  though  all  these  may  be  involved.  It  is  a  yet  higher 
sense  or  capacity,  fitness  to  receive  the  in-breathing  or  inspiration, 


26  WERNER'S  READINGS  NO.  54 

of  the  Infinite  Spirit,  and  to  respond  to  it.  You  discern  physical  things 
physically,  but  you  cannot  see  a  thought,  nor  feel  a  truth,  nor  touch 
a  vision,  nor  hear  an  emotion.  You  discern  intellectual  things  intel- 
lectually,— think  a  thought,  will  a  course  of  action,  feel  an  emotion. 
Higher  yet,  we  have  a  capacity  for  revelation,  intuitive  insight,  directer 
vision,  and  that  is  spiritually  discerned,  and  only  so.  This  capacity 
for  inspiration  and  revelation  is  our  highest  attribute,  and  through  it 
we  are  susceptible  to  things  which  "eye  hath  not  seen,  nor  ear  heard, 
and  which  it  hath  not  entered  into  the  heart  of  man  to  conceive." 
If  true  education  is  the  drawing  out  and  developing  the  best  in  us, 
what  will  you  say  of  a  theory  that  loses  sight  of  this  deepest  and 
most  exalted  part  of  man's  being,  and  is  blind,  in  its  worship  of  intel- 
lect, or  in  its  exaltation  of  force,  or  in  its  cravings  for  material  good, 
to  the  spiritual  values  of  character  and  life! 

Yet  remember,  divine  love  expresses  itself  in  the  human,  overflows 
in  it,  breathes  through  it,  is  manifested  in  it.  The  two  are  one  at  last. 
In  no  other  philosophy  or  religion  is  there  such  a  unity  of  thought 
as  this  which  marks  the  Christian  ideal.  It  binds  indissolubly  the 
world,  mankind,  the  individual,  God — self-mastery,  which  is  world 
master,  the  expression  of  that  self  in  love  to  its  neighbor,  and  that 
same  self,  master  and  neighbor,  lifted  in  the  power  of  divine  love  to 
the  very  fellowship  of  God. 

The  notion  is  taught  that  all  betterment  of  man  and  society  is 
dependent  on  environment.  Let  us  not  lose  our  balance  in  our  refusal 
of  this  theory.  The  enormous  influence  of  social  and  economic  sur- 
roundings, and  their  great  power  in  shaping  history,  all  must  admit. 
To  affirm  that  the  highest  thing  in  man  is  his  soul,  is  not  to  deny  that 
he  is  also  of  the  earth,  and  earthly;  but  to  talk  of  the  economic  causes 
which  led  to  the  American  Revolution,  and  which  bore  alike  on  rebel 
and  tory,  is  not  to  explain  Valley  Forge  and  the  splendid  spirit  of  the 
men  and  women  who  cast  their  material  interests  behind  them  in  love 
of  liberty  for  themselves  and  their  children. 

The  soul  is  center.  To  touch  the  almost  hopeless  death  of  por- 
tions of  East  London  it  has  been  necessary  to  use  every  possible  out- 
ward appeal  to  lives  crushed  by  want  and  hopelessness,  but  nothing 
like  real  change  comes  till  hope  and  aspiration  are  awakened  and  the 
spirit  is  aroused  to  its  rights  and  its  heritage, — and  that  comes  through 
an  idea  as  well  as  an  environment.  Model  tenements,  and  guilds,  and 
settlement  methods  reach  but  a  little  way  until  in  some  fashion  the 
outlook  is  changed  and  the  soul  is  touched  and  the  young  men  see 
visions  and  the  old  men  dream  dreams.  That  boss  of  the  Colorado 
mine,  himself  a  foreigner,  who  would  not  make  his  mine  safe  with 
new  props  because,  he  said,  dagos  were  cheaper  than  props,  did  not 
so  much  need  a  new  environment  as  he  did  a  change  of  a  brutalized 
human  spirit.  There  are  worse  things  for  society  than  dirty  and 
crowded  tenements,  bad  as  they  are,  and  the  dangers  of  the  State  are 
not  chiefly  in  squalor  or  want. 

Our  attempts  at  reform  too  often  express  themselves  like  the 
claims  of  some  labor  advocates,  whose  insistence  on  physical  better- 
ment is  so  loud  that  one  can  hear  nothing  else, — a  recrudescence  of 
the  fallacy  that  abundance  brings  happiness,  and  that  freedom  from 
toil  is  beatitude. 

Even  the  church  is  often  bitten  by  this  lust  of  the  flesh  and  this 


COMMENCEMENT  WEEK  27 

pride  of  life,  until  it  loses  its  power  because  it  has  lost  touch  with 
its  source  in  the  life  of  the  Christ.  And  the  State,  which  should  aim 
at  the  welfare  of  all,  gives  a  vast  proportion  of  its  energy  to  the 
preparation  for  war  and  destruction  calling  it  the  defence  of  peace! 
The  conditions  of  England  and  Germany,  the  unjustifiable  breach  of 
good  feeling,  are  comments  on  the  present  policy,  and  the  great  arma- 
ments of  these  powers  are  "a  satire  on  civilization/'  Ail  these  arma- 
ments, and  all  this  militant  statecraft,  cannot  prevent  inexpressible 
inhumanities,  because  these  heavily-arrned  powers  have  fear  and  jeal- 
ousy of  one  another, — and  what  are  common  human  lives  to  that! 

There  is  much  anarchy  in  the  spirit  of  our  time.  Anarchy  is 
always  intellectual  and  social  weakness;  but  its  very  recklessness  is 
striking;  its  daring  attractive  to  those  who  do  not  feel  responsible 
for  results.  Goethe  said:  "Scarcely  are  you  free  from  the  grossest  illu- 
sion, scarcely  are  you  master  of  your  early  childish  will,  than  you 
think  you  are  'superman'  enough,  and  that  you  may  neglect  to  fulfil 
the  duty  of  a  man."  That  is  at  once  the  secret  of  the  power,  and  the 
eternal  weakness,  of  a  theory  that  has  no  respect  for  the  lessons  of 
history,  and  no  insight  for  the  deeper  spiritual  nature. 

But  we  are  doing  small  justice  to  a  noble  theme  in  spending  so 
much  of  our  time  on  its  opponents.  Spirit  reveals  itself  in  what  it; 
does.  Nothing  else  enables  us  to  see  life  whole.  The  academic  man 
is  prone  to  criticize  the  narrow  view  of  the  practical,  and  the  practical 
man  to  scoff  at  the  inexperience  of  the  academic,  but  each  needs  the 
other.  We  know  how  the  great  issues  lift  us  above  minor  differences. 
We  are  hopelessly  divided  on  a  tariff,  for  example.  We  talk  bitterly 
of  the  way  the  dominant  party  in  Congress  is  playing  with  its  pledges, 
and  with  the  interests  of  the  people  at  large;  but  if  an  immediate 
danger  strikes  at  the  nation's  life,  our  differences  disappear  in  a  great 
and  uniting  love  of  country.  Have  you  never  carried  your  weariness 
and  depression  to  some  mountain-top,  and  in  its  rarer  atmosphere 
found  all  adjusted,  till  the  small  things  become  really  small,  and  the 
large  things  important  again,  and  your  broken  life  was  healed,  made 
whole?  So  luxury  may  make  excessive  demands  on  sensuous  desire, 
till  we  carry  our  longings  for  indulgence  in  material  comfort,  into  the 
light  of  a  spiritual  relationship, — and  how  the  common  things  shrink 
and  are  dwarfed!  It  is  because  we  see  the  whole  instead  of  a  part. 
Because  I  am  God's  child,  all  things  are  mine,  and  I  see  myself  related 
to  eternal  destinies,  and  the  proportions  of  life  are  enlarged,  and  the 
little  is  no  longer  the  big,  and  the  spirit  sways  my  deepest  interest.  It 
is  the  highest  philosophy,  as  well  as  the  truest  religion,  which  declares 
that  the  pure  in  heart  shall  see  God. 

Members  of  the  Graduating  Class,  you  enter  upon  life  at  a  time 
when  the  world  is  full  of  new  theories,  new  schemes,  new  demands. 
What  is  your  attitude  going  to  be?  It  does  not  matter  so  much  to  the 
world  as  to  you.  Through  four  years  we  have  been  trying  to  teach 
you  the  answer.  Be  constructive.  Leave  to  the  rabble  the  work  of 
destruction.  With  your  educational  advantages  you  are  bound  to  lead. 
Try  to  be  helpers  of  men — not  destroyers.  Lead  not  in  the  spirit  of 
a  demagogue  but  in  the  spirit  of  the  great  Master  who  planted  truth 
as  He  walked  up  and  down  among  the  people.  Truth  is  your  salvation. 
As  educated  women,  you  must  see  truth  in  its  proper  proportions. 
Keep  your  vision  right.    Try  to  see  the  invisible,  and  you  shall  reach 


PART     II. 
Prize  Debating  Day 


(This  day  is  also  used  for  Dramatic  Speaking  Day,  or  Prize-Speaking  Day, 
or  Prize-Speaking  Contest  Day.  Selections  intended  for  these  days  may  he  found 
in  "Werner's  Headings  and  Recitations  No.   55" — 35  cents  paper,  60  cents  cloth). 


HINTS  FOR  DEBATE. 


DEBATE  means  all  forms  of  controversy,  where  one  person  seeks 
to  justify  his  opinion  against  the  differing  opinion  of  another. 
Uses  of  Debate  are:  (1)  Creates  two-sided  people,  (2)  Instils 
toleration,  (3)  Proves  truth  which  may  be  trusted,  (4)  Puts  into  the 
mind  the  sense  of  reasoned  truth,  (5)  Shows  seeds  of  new  truth. 

Rules  Governing  Debate  are:  (1)  State  your  case:  Do  it  so  that 
your  hearers  may  understand  to  what  their  attention  is  asked.  Give 
the  other  side  of  the  case  if  you  know  it.  The  contrast  will  make  your 
meaning  clear,  and  show  that  you  know  what  your  case  is.  (2)  Clear 
your  case:  Show  plainly  what  you  are  aiming  at,  making  your  ques- 
tion quite  distinct,  so  that  it  may  not  be  mixed  up  with  something 
likely  to  be  advanced  by  another  disputant.  (3)  Prove  your  case:  So 
that  the  reasons  of  your  argument  may  be  evident.  Adduce  facts  which 
cannot  well  be  disputed  in  support  of  your  contention  and  employ  illus- 
trations that  will  make  meaning  clearer  if  possible.  (4)  Sit:  So  as 
to  give  your  adversary  a  chance.  Say  what  you  mean  and  know  what 
you  mean. 

Always  have  the  main  points  in  mind,  and  never  lose  sight  of 
them.  The  chairman  should  know  the  main  points  of  a  debate  and 
himself  state  them  to  the  meeting  before  the  discussion.  He  should 
remind  every  speaker  of  them  that  forgets  them  and  point  out  to  him 
that  he  is  wandering  therefrom.  The  business  of  the  disputants  is  to 
discuss  the  speech  of  the  opener  of  the  debate.  What  other  speakers 
say  should  be  referred  to  only,  or  mainly,  so  far  as  it  relates  to  the 
topic  before  the  meeting.  No  opponent  should  be  accepted  whose  sin- 
cerity cannot  be  assumed.  Attend  to  the  matter  of  debate  only.  Hear 
all  things  without  impatience  and  without  manifest  emotion.  Learn  to 
satisfy  yourself  and  to  present  a  conclusive  statement  of  your  opinions, 
and  when  you  have  done  so,  have  the  courage  to  abide  by  it.  Master, 
as  completely  as  you  can,  your  opponent's  theories,  and  state  his  case 
with  manifest  fairness,  and,  if  possible,  state  it  with  more  force  against 
yourself  than  your  opponent  did.  If  you  dare  not  state  your  op- 
ponent's case  in  its  greatest  force,  you  feel  it  to  be  stronger  than  your 
own,  and  in  that  case  you  ought  not  to  argue  against  it.  Debate  should 
have  for  its  object  the  vindication  of  some  truth  seriously  disputed. 
For  the  adjustment  of  a  difference  a  man  should  understand  his  case — 
should  make  no  material  assertion  unaccompanied  by  the  proof — make 
the  fairest  allowance  for  his  rival's  excitement  (if  he  be  excited);  put 
a  fair  interpretation  on  his  words  and  acts. 

Rules  of  Debate  Ordinarily  Followed  are:  (1)  Show  that  the 
objection  made  against  what  you  mainly  said  is  wrong,  and  that  you 
are  in  the  right.  To  do  this,  (a)  be  very  clear  on  the  subject,  (b)  make 
it  very  clear  to  others  that  the  objection  alone  is  in  error.    (2)  Do  not 

(WH54— 28) 


COMMENCEMENT  WEEK  29 

take  any  notice  of  the  objection  raised.  (3)  Notice  the  objection  made 
but  affect  to  see  nothing  in  it.  (4)  Admit  that  there  is  something  in 
it,  but  maintain  that  it  is  a  mere  misapprehension  of  your  meaning. 
Then  explain  your  meaning.  (5)  Allege  that  your  statement  is  open 
to  two  distinct  interpretations,  and  argue  that  your  critic  has  adopted 
the  wrong  one.  (6)  Admit  that  your  statement  is  open  to  some  slight 
objection,  make  light  of  it,  giving  hearers  the  impression  that  it  is  very 
unimportant,  and  that  your  critic  could  not  have  anything  very  serious 
on  his  mind  to  make  so  much  ado  about  nothing.  (7)  Admit  frankly 
that  you  are  wrong. 

Laws  to  be  Observed  in  Controversy  are:  (1)  Consult  the  improve- 
ment of  those  opposed  to  you,  and  to  this  end  argue,  not  for  resent- 
ment, or  gratification,  or  pride,  or  vanity,  but  for  enlightenment.  (2) 
When  surmising  motives,  do  not  surmise  the  worst,  but  adopt  the  best 
construction  the  case  admits.  (3)  To  distinguish  between  personalities 
which  impugn  the  judgment  and  those  which  criminate  character,  and  not 
to  advance  accusations  affecting  the  judgment  of  an  adversary  without 
distinct  and  indisputable  proof;  and  never  to  assail  character  (where  it 
must  be  done)  on  suspicion,  probability,  belief  or  likelihood.  (4)  Never 
make  an  incriminating  imputation  unless  some  public  good  is  to  come 
out  of  it.  It  is  not  enough  that  a  charge  is  true;  it  must  be  useful  to 
prefer  it  before  it  can  be  justifiably  made.  (5)  Be  so  sure  of  your  case 
as  to  be  able  to  defy  the  judgment  of  mankind,  and'  when  assailed,; 
maintain  self-respect  in  reply,  not  forgetting  justice  to  those  to  whom 
you  are  opposed. 

Personalities,  even  those  which  relate  to  defect  of  understanding, 
are  allowable  within  the  limits  of  not  impugning  sanity;  but  not  per- 
sonal allusions  which  relate  to  defect  of  honor  or  veracity.  One  way 
to  disarm  personalities  when  they  come  is  to  brave  them.  Keep  a 
sharp  eye  on  the  opponent  who  introduces  personalities.  It  is  done 
to  allure  an  assailant  from  the  main  point  and  so  destroy  him. 


SUBJECTS  FOR  DEBATE. 


WOMAN  SUFFRAGE. 
Resolved,  That  Woman  Suffrage  Is  Desirable. 

AFFIRMATIVE: 

(1)  Woman  suffrage  is    desirable   theoretically. 

(2)  Woman  suffrage  will   raise   position   of   woman. 

(3)  Woman  suffrage  will  benefit  government. 

(4)  Woman  suffrage  is  demanded  by  women. 

(5)  Woman  suffrage  is   practicable. 

NEGATIVE: 

(1)  Suffrage  is  not  a  natural  right  of  aU  citizens. 

(2)  Woman  suffrage  is  not  necessary. 

(3)  Woman  suffrage  would   be   prejudicial   to   State   interests. 

(4)  Woman  suffrage  would  be  deleterious  to  interests  of  society. 

INCREASE  THE  NAVY. 

Resolved,  That  It  Is  for  the  Best  Interest  of  the  United  States  to 
Build  and  Maintain  a  Large  Navy. 


30  WERNER'S  READINGS  NO.  54 

AFFIRMATIVE  i 

(1)  A  large  navy  is  necessary  for  maintenance  of  national  respect. 

(2)  It  is  necessary  for  purposes  of  defence. 

(3)  It  is  necessary  for  purposes  of  offence. 

(4)  Coast  defences  alone  are  inadequate. 

(5)  Cessation  of  building  would  be  an  abrupt  break  in  policy  adhered  to 

since  1886. 

NEGATIVE: 

(1)  Policy  of  United  States  is  opposed  to  a  large  navy. 

(2)  Increase  is  unnecessary. 

(3)  Increase  is  undesirable. 

(4)  Money  may  be  better  spent. 

PROTECTION  AND  FREE-TRADE. 

Resolved,  That  the  Time  Is  Come    When  the    Policy  of    Protection 
Should  Be  Abandoned  by  the  United  States. 

AFFIRMATIVE: 

(1)  Protection  is  unsound  in. theory. 

(2)  Protection  is  unsound  in  general  practice. 

(3)  Protection  is  not  beneficial  to  any  class. 

(4)  Protection  tends  to  run  to  extremes. 

NEGATIVE: 

(1)  Policy  of  protection  is  sound  in  principle. 

(2)  Policy  of  protection  lias  proven  beneficial  in  practice. 

(3)  Protection  secures  a  home  market  for  commodities  incapable  of  trans- 

portation abroad. 

(4)  Protective  tariff  does  not  raise  prices. 

RAILROAD  POOLING. 

Resolved,  That  the  United    States    Should    Oppose    Combination  of 

Railroads. 

AFFIRMATIVE : 

(1)  It  opposes  combination   of  naturally  rival  roads,   and  not   combinations 

of  non-competitive  lines  for  better  organization  of  industry. 

(2)  This  policy  has  been  consistently  developed. 

(3)  Competition  among  railroads  is  desirable. 

(4)  Legalized  pool  is  not  desirable. 

(5)  Gigantic   and  powerful   combination  will  be  created,   which  can   dictate 

to  shippers,  whose  political  influence  will  imperil  governmental  control. 

NEGATIVE: 

(1)  Attempt  to  enforce  competition  is  unwise. 

(2)  Competition  between  railroads  is  wrong  in  principle. 

(3)  The  attempt  has  not  been  successful. 

(4)  Competition  results  in  discriminating  rates. 

(5)  An  alternative  policy,  legalizing  pools,  should  be  adopted. 

RECALL  OF  JUDGES. 

Resolved,  That  All  Judges,  Other  Than  Federal,  Should  Be  Subject  to 

Popular  Recall. 

AFFIRMATIVE: 

(1)  Present  methods  of  check  inadequate. 

(2)  Impeachment  and  redress  by  legislature  are  not  sound  in  theory. 

(3)  Bad  judges  classified. 

(4)  Popular  recall  will  remedy  evils  in  judicial  sysjem  due  to  bad  judges. 

(5)  Popular  recall  is  right  in  theory. 

(6)  There  is  no  inherent  difference  between  judiciary  and  other  branches  of 

government  with  reference  to  popular  control. 

(7)  Popular  recall  will  introduce  no  new  or  serious  evils. 

NEGATIVE: 

(1)  Popular  recall  will  not  remove  undesirable  judges. 

(2)  Popular  recall  will  introduce  positive  injuries  to  our  judicial  system, 

(3)  Popular  recall  is  menace  to  good  government. 


COMMENCEMENT  WEEK  31 

ABANDONMENT    OF    PROTECTIVE    TARIFF. 

Resolved,  That  Legislation  Should  Be  Shaped  Toward  Gradual  Aban- 
donment of  Protective  Tariff.. 

AFFIRMATIVE: 

(1)  Reasons,   justifying   protection   in  past,    do  not   justify  it  to-day,   under 

changed  economic  conditions. 

(2)  No   tariff   needed   to   equalize   difference   in   cost   of   production   here   and 

abroad,   because,   generally   speaking,  there  is  no   difference,   unless  it 
be  in  our  favor. 

(3)  Home   market   argument   is   no   longer  in  point   as   justification   for   con- 

tinued protection. 

(4)  Protection  keeps  prices  inordinately  high. 

(5)  High  protection  causes  depletion  of  natural  resources. 

(6)  Protection  hampers  in   extending  foreign  markets. 
NEGATIVE: 

(1)  Protection  is  founded  on  reason  and  experience  in  America. 

(2)  Protection   is   needed   to   foster   feeble   industries,   and   to  equalize   differ- 

ence in  cost  of  production  here  and  abroad. 

(3)  Protection  is  necessary  integer  in  fiscal  and   diplomatic  policy. 

(4)  Gradual   abandonment   of  protective   tariff  would  spell  industrial  demor- 

alization and  ruin. 

INHERITANCE  TAX. 

Resolved,  That  a  Progressive  Inheritance  Tax  Should  Be  Levied  by 
the  Federal  Government,  Constitutionality  Conceded. 

AFFIR3IATIVE: 

(1)  Inheritance  tax  should  be  levied  as  means  of  social  reform. 

(2)  Society  has  a  right  to  regulate  inheritance. 

(3)  Swollen  fortunes  are  a  menace. 

(4)  Inheritance  tax  would  tend  to  remedy  this. 

(5)  States  cannot  bring  about  social  reform. 

(6)  Inheritance  tax  should  be  levied  as  means  of  revenue  reform. 
NEGATIVE: 

(1)  Inheritance  tax  not  a  good  social  reform  measure. 

(2)  Inheritance  tax  does  not  strike  at  root  of  the  evil. 

(3)  Inheritance  tax  would   be  evaded. 

(4)  Inheritance  tax  not  needed  as  a  federal  revenue  reform  measure. 

(5)  Inheritance   taxes   should   be   reserved   to   the    States. 

GREEK-LETTER  FRATERNITIES. 

Resolved,  That  Greek-letter  Fraternities,  as  Existing  at   Present  in 
Undergraduate  Colleges,  Are   Detrimental  to  Best  Interests  of 

Academic  World. 

AFFIRMATIVE : 

(1)  Fraternities   not   important   factor   in   academic   world. 

(2)  Fraternities  are  not  living  up  to  their  responsibility. 

(3)  Fraternities   have  detrimental   influence   on  character. 

(4)  Fraternity  life  encourages  extravagance. 

(5)  Fraternities  foster  idleness,  and  sometimes  dissipation  and  vice. 

(6)  Fraternities    hinder    attainment    of    primary    object    of    college,    which   la 

scholarship. 

(7)  Fraternities  are  detrimental  to  best  interests  of  academic  world. 

(8)  Fraternities   are  undemocratic. 

(9)  Fraternity  men  loss  sense  of  proportion  and  thus  break  up  college  spirit. 

NEGATIVE: 

(1)  It    is   generally   conceded   throughout   the   academic    world   that    Greek- 

letter  fraternities  are  here  to  stay. 

(2)  Fraternities  are  not  detrimental. 

(3)  Fraternities  are   close   organizations. 

(4)  Fraternities  are  correcting  certain  faults. 

(5)  Fraternities   are  character  builders. 

(6)  Fraternities  are  not  immoral. 

(7)  Fraternities  have  produced  more  than  their  share  of  great  men, 

(8)  Fraternities  are  positive  good  to  academic  world. 

(9)  Fraternities  foster  college  spirit  and  loyalty. 


32  WERNER'S  READINGS  NO.  54 

INCOME  TAX. 

Resolved,  That  the  Constitution  Should  Be  So  Amended  as  to  Vest 
in  Congress  the  Power  to  Impose  a  General  Income  Tax  in  the 
United  States. 

AFFIRMATIVE: 

(1)  Congress  should  have  power  to  establish  income  tax. 

(2)  Established  in  connection  with  our  present    federal    taxes,  income    tax 

would  serve  as  a  compensatory  measure. 

(3)  Income  tax  is  practicable.     It  has  been  successful. 

(4)  Income  tax  would  be  practicable  in  the  United  States. 

(5)  Income  tax  is  a  more  certain  tax  than  tariff  and  internal  revenue. 

(6)  Income  tax  is  more  flexible  than  our  presence  federal  tax  system.. 

(7)  Income  tax  is  best  of  emergency  taxes. 

(8)  Giving  Congress  this  power  would  involve  no  obligation  on  its  part  to 

establish  an  income  tax,  but  would  permit  it  to  impose  the  tax  when- 
ever, however,  and  under  whatever  circumstances  it  might  see  fit. 
When  emergencies  are  at  hand,  it  is  too  late  to  amend  the  Consti- 
tution to  give  Congress  this  power. 

(9)  National  government  is  in  need  of  more  revenue  and  our  present  reve- 

nue system  can  afford  no  relief. 

KEG  ATI  VE: 

(1)  Income  tax  is  inconsistent  with  principles  of  free  government. 

(2)  Income  tax  is  impracticable  and  unworkable  in  the  United  States. 

(3)  Income  tax  is  unnecessary,  because,  in  case  of  emergency,  revenue  could 

be  raised  in  other  ways. 

MUNICIPAL  OWNERSHIP. 

Resolved,  That  Cities  of  United  States  Should  Own  Their  Street 

Railways. 

AFFIRMATIVE : 

(1)  Present  conditions  demand  change  in  policy. 

(2)  Municipal  ownership  is  a  successful  solution  of  the  problem. 

(3)  Municipal  ownership  is  necessary  step  to  good  government. 

NEGATIVE: 

(1)  Present  system   of  ownership  should  be  retained. 

(2)  Municipal  ownership  will  not  solve  street-railway  problem. 

(3)  Regulation  is  solving  street-railway  problem. 

DIRECT  PRIMARY. 

Resolved,  That  State,  County  and  City  Officers  Should  Be  Nominated 
by  Conventions  Rather  Than  by  Direct  Primaries. 

AFFIRMATIVE: 

(1)  Tbe  convention  should  be  retained. 

(2)  The  convention  is  logical  result  of  the  working  of  American  principles, 

and  practical  means  of  carrying  out  representative  government. 

(3)  The  convention  is  necessary  to  existence  of  party  responsibility. 

(4)  The  convention  affords  superior  opportunity  of  weighing  merits  of  can- 

didates. 
<5)     Direct  primary  is  wrong  in  principle  and  has  proved  and  will  prove  a 
failure  in  practice.  ™ 

NEGATIVE:  ,  .•■ 

(1)  The  convention  is  undemocratic.     Direct  primary  is  democratic. 

(2)  The  convention  rarely  admits  of  sober  deliberation. 

(3)  The  convention  is  unrepresentative. 

(4)  Direct  primary  will  arouse  voters  to  keener  interest  in  political  issues. 

(5)  Direct  primaries  will  give  greater  freedom  of  choice  at  polls. 

(6)  Direct  primaries  will  place  better  candidates  upon  party  tickets. 

(7)  Direct  primaries  will  overcome  power  of  corporations  and  trusts  at  elec- 

tions. 

(8)  Direct  primaries  will  strengthen  representative  government. 


COMMENCEMENT  WEEK  33 

PRICE  MAINTENANCE 

Resolved,  That  the  Manufacturer  of  a    Trademarked    Article    Should 
Have  the  Right  to  Maintain  Its  Retail  Price. 

AFFIRMATIVE : 

(1)  Assertion  that  price  maintenance  is  against  public  policy  is  unfounded. 

(2)  Price  maintenance  is  not  unreasonable  restraint   of  trade. 

(3)  Trust  agreements,  uniting-  practically  all  manufacturers  of  any  product, 

control  the  market;  but  price  agreements,  between  manufacturer  and 
retailer,   permit   competition   of  similar  articles   made  by  others. 

(4)  Patent   monopoly   is    not   dangerous,     since   other     similar  patents     will 

compete. 

(5)  Price-cutting  is  dangerous  monopoly  weapon. 

(6)  Large   chain   and   department   stores,    selling   temporarily   at   a   loss,   can 

force  small  dealers  out  of  business   and  then  raise   prices. 

(7)  Price  maintenance  lowers  rather  than  raises  the  cost  of  living. 

(8)  Competition  prevents  unreasonable  fixed  prices. 

(9)  With  fixed  prices,  manufacturer,  being  sure  of  a  market,  can  make  and 

market   goods  most  economically. 

(10)  Fair  competition  is  impossible  without  price  maintenance. 

(11)  Price-cutting  is   unfair  to  manufacturer.     It   makes   regular  prices   seem 

exorbitant.  It  destroys  his  market.  Regular  stores  will  not  handle 
his  goods  at  a  loss;  cut-rate  stores  will  stop  handling  them  when  they 
finish  featuring  them. 

(12)  Price-cutting  robs   jobber  and  retailer  of   legitimate   profits   allowed   by 

manufacturers. 

(13)  Price-cutting  drives  small  dealers  out  of  business.      They  cannot  handle 

standard  goods  without  fair  profit  and  customers  will  not  buy  other 
brands. 

(14)  Price-cutting  is  a  disadvantage  to  consumer,  who  profits   only  occasion- 

ally or  temporarily  by  lower  prices.  This  profit  is  more  than  offset 
by  his  paying  more  for  unadvertised  goods  than  they  are  worth. 

(15)  Price  maintenance   could  be  made   legal  without   serious   change  in  our 

laws. 

NEGATIVE: 

(1)  Price  maintenance  is  against  public  policy,  and  restrains  trade. 

(2)  Price  restriction  on  all  goods  of  one  manufacturer  is  restraint  of  trade. 

(3)  Theoretically   any   manufacturer    may    compete.       Practically   one     large 

concern,  spending  immense  sums  in  advertising,  can  control  the 
market. 

(4)  Manufacturer,  jobber  and  retailer  can  combine  to  raise  prices. 

(5)  Patent  monopoly  is  a  great  danger. 

(6)  Price  maintenance  raises  cost  of  living. 

(7)  Price  maintenace  prevents  large  stores  which  buy  cheaply  from  selling 

correspondingly  cheaply. 

(8)  Price    maintenance    discourages    jobber    and    retailer    from    seeking    eco- 

nomical  ways   of  marketing   goods. 

(9)  Price  maintenance  protects  the  inefficient  dealer  at  expense  of  consumer. 

(10)  Price  maintenance  increases  advertising.     Advertising  is  waste  of  money 

so  far  as  customer  is  concerned. 

(11)  Price  maintenance  prevents  fair  retail  competition. 

(12)  Jobber  or  retailer,  after  buying  goods,  should  have  a  right  to  sell  them 

at   competitive  prices. 

(13)  Dealers   are   at   mercy   of   manufacturers   who   can   create   a   demand   for 

specific  brands  by  advertising  and  fix  both  wholesale  and  retail  price. 

(14)  Price-cutting   benefits   manufacturer. 

(15)  Resale  price  does  not  affect  price  he  receives  for  goods. 

(16)  low  retail  prices  increase  demand. 

(17)  Competition   among   dealers   stimulates  trade. 

(18)  Price  maintenance  discriminates  against  farmers  and  others  whose  pro- 

ducts cannot  be  trademarked. 

(19)  Price-cutting  benefits  consumer. 

(20)  Price-cutting   allows   cheap   buying. 

(21)  Price-cutting    insures    choice    among    many    brands;    price    maintenance 

forces  dealers  to  handle  only  brands  on  which  manufacturers  give 
largest  discounts. 

(22)  Competition  of  similar  articles  raises  quality. 

(23)  Price   maintenance   could  be  made  legal  only  by   dangerous  tampering 

with  our  laws. 


PART     III. 
Class  Day  and  Ivy  Day 


ALMA  MATER,      ALUMNUS,    COMMENCEMENT, 
MATRICULATION. 


F 


OUR     terms— "Alma     Mater,"     "Alumnus,"     "Commencement, 
"Matriculation"— connected  with  college  life,  cover  not  only  the 
JL       beginning  and  the  end  of  college  life,  but  also  the  relations  of 
graduates  with  the  institution  during  the  rest  of  their  lives. 
"Alma  Mater"  signifies  "fostering  mother." 

"Alumnus"  primarily  signifies  a  man  who  has  been  graduated  from 
a  school,  college  or  other  institution  of  learning,  and  this  word  in  the 
original  is  foster-son.     The  dictionary  definition  of  alumnus  makes  it 
to  include  undergraduates,  defining  it  as  "a  foster-child    and  proceeds 
"The  nurseling  or  pupil    of  any    school,   university,  or  other    seat  of 
learning;"    In  the  year  1645,  Evelyn,  in  his  "Diary"  wrote:  "We  saw. 
an  Italian  comedy  acted  by  their  alumni  before  the  Cardinals.       In, 
1872    Minto,  in  English  Literature,  uses  it  as  it  is  now  used  in  the} 
United  States:  "An  alumnus  of  Glasgow,  and  traveling  tutor.  | 

"Commencement,"  in  American  universities  and  college  Corn-] 
mencement,  or  Commencement  Day,  signifies  celebration  of  comple- 
tion of  course  by  those  who  are  to  be  graduated,  when  degrees  or 
diplomas  are  conferred  and  students  begin  higher  studies  to  which  they, 
have^dvanced  or  to  prepare  for  the  profession  or  business  they  have, 
chosen.  (In  Cambridge  University,  England,  Commencement  means 
reception  or  conferring  of  degree  of  "Master"  or  'Doctor.  )  The 
first  Commencement  of  a  college  in  America,  that  of  Harvard,  grad-" 
Sat  ngn?n?,was7n  1642.  In  nearly  all  of  the  United  States  Commence 
ment  season  is  hardly  rivaled  by  any  other  celebration.  Many  are  the 
Sements  which  interest  a  vast  multitude:  those  about  to  be  graduated; 
their  parents,  brothers  and  sisters,  sweethearts  and  friends,  and  fre- 
quently grandparents,  some  of  whom  have  been  at  the  expense  of^up 
Sorting  students  while  in  college;  the  president  and  faculty;  the  alumni  J 
the  trustees;  the  benefactors  of  the  institution;  the  Population  sur- 
rounding it;  divers  students  who  expect  to  matriculate;  the  Press  oj 
the  country;  college  societies,  whose  members  are  ready  to  applaud 
vigorously  the  successes  of  those  of  their  clan.  Q,o4.:rtT,  ft,aT1 

"Matriculation"  is  used  by  Bishop  Hall  in  a  higher  relation  thar, 
as  a  mere  4o  ter-mother,"  as  follows:  "Matthew,  the  publican,  when 
called  from  his  tolebooth  to  a  discipleship,  and  was  now  to  be  matncj 
Sated  into  the  family  of  Christ  entertained  his  new  master  w^th 
sumntuous  banquet "  In  the  16th  century,  this  use  of  the  word  wa. 
SSSe  writings  of  Minshew,  an  influential  s^wk 
says:  "For  then  are  young  schollers  in  an  university .said  ^nculatec 
when  they  are  sworne  and  registred  into  the  societ  e  o :  their  foster 
mother  of  learning,  the  universitie."  The  reflex  action  of  this  shouic 
b^to  create  a  love  for  the  university.  It  is  the  Joj^^^*fl 
the  students.  To  regard  it  as  a  mere  institution,  a  rough  master  or  i 
restriction  on  natural  liberty,  iz  to  miss  its  meaning. 

(WK54— 34) 


COMMENCEMENT  WEEK  35 

GREETING. 

(Class  Day.) 


Daisy  Elliot. 


Members  of  Faculty,  Fellow  Students,  Ladies  and  Gentlemen: 

IT  gives  me  pleasure  to  welcome  you;  and,  speaking  for  the  class, 
I  am  gratified  to  know  that  you  have  honored  us  with  your  pres- 
ence. It  shows  that  you  have  an  interest  in  educational  matters, 
nd  the  welfare  of  the  college  at  heart.  These  occasions  are  joyful 
>nes,  and  mean  much  to  the  student  who  has  spent  his  time  in  search 
or  knowledge.  The  goal  is  reached,  that  for  which  we  have  been 
itriving  has  been  attained,  and  the  labor  has  had  its  reward.  We  hope 
o  entertain  you,  and  trust  our  efforts  will  not  fail.  We  feel  that  you, 
mr  friends,  will  lend  us  every  encouragement,  for  we  know  that  you 

re  interested  in  the  Class  of -.      I  feel   it  my-duty,    as  well  as  a 

>leasure,  to  say  something  in  behalf  of  thes  college^-ATou  know  the 
rials  and  -vici33itudc&  it  has  encountered.  It  has  had  periods  of  ad- 
versity, as  well  as  times  of  prosperity,  but  through  it  all  the  institu- 
ion  has  not  wavered  but  gone  along  disseminatiggjjarning  to  eager 
eekers.  We  of  the  class  know  the  work  of  the^conegg;  and  can  better 
;ppreciate  the  kindness  and  zeal  of  the  faculty  than  others.  I  am  sure 
hat  every  P^jber^fthe  class  will  always  have  a  warm  spot  in  his 
leart  for-tne^caleg^Tno  alma  mater.  We  can  never  repay  our  in- 
tructors,  for  money  does  not  express  our  feelings.  We  can  only-say 
haT^vreT^CTm-rmend^the  institution-as-a-meTal,  busy  school,  wher.e_gen» 
ine-irrtercst  is-taken  in^arhwho  may  be  enroBed* 


WONDROUS  WISE  CLASS. 

(Class  Poem.) 


M.  E.  C. 


T 


HERE  is  a  class  in  our  school 
And  it  is  wond'rous  wise! 

In  languages,  alive  and  dead, 
It  always  takes  a  prize. 


In  physics  it  is  wonderful, 

Its  failures  are  but  few, 
In  literature,  its  notes  rank  high; 

This  class  of  two. 

Admired  ■  heads  the  class, 

Whose  laughter  bright  and  gay 

Has  cheered  our  weary  burden'd  hearts 
And  brighten'd  many  a  day. 

Our  cheerful next  appears, 

Whose  ever-ready  pen 
Has  written  odes  that  will  be  sung 

Throughout  the  days  of  men. 


36  WERNER'S  READINGS  NO.  54 

Next ,  who  is  dignified, 

And  studies  every  day, 
Who's  never  known  to  miss  a  rule 

And  after  school  to  stay. 

Then ,  a  musician  great, 

Who  plays  the  latest  airs. 

Her  nimble  fingers  drive  away 
Dull  thoughts  and  school-room  cares. 

Our ,  who,  for  Wellesley  bent, 

Has  filled  our  hearts  with  pride. 

'Tis  joy  to  be  allowed  to  sing 
Each  morning  by  her  side. 

Next ,  who  is  fond  of  French, 

And  talks  it  after  school, 

In  reading  dear  "Tante  Rabat-Joie," 
She  follows  every  rule. 

Dear ,  who's  working  hard 

And  studies  all  the  night; 

To  play  she  really  hasn't  time; 
To  work  is  her  delight. 

Last,  but  not  least  our comes 

The of  our  bunch. 

'Tis  she  who  whiles  away  the  time 

With  jokes  just  after  lunch. 

This  is  the  class  in  our  school 
Which  is  so  wondrous  wise; 

Its  members  stand,  or  so  they  think, 
Exalted  to  the  skies. 


ONWARD  EVER! 

(Class  Poem.) 


May  Whitcomb. 


CLASS-DAY  morn  has  come  again, 
Laurels  all  are  won, 
Commencement  follows  in  its  train, 
Senior  work  is  done. 
Method  pass-cards  far  and  near, 
Honor  marks  and  records  clear, 
Tell  us  that  success  is  here, 

And  student  life  is  o'er. 
Each  college  year  shall  pass, 
And  each  Senior  lad  and  lass, 
Into  the  world  shall  pass, 
Alumni  evermore, 


COMMENCEMENT  WEEK  37 

This  the  day  that  fills  our  hearts 

And  crowns  our  years  of  care; 
Happy  are  we,  yet  there  starts 

A  tear  and  a  farev/ell  prayer. 
Then  a  joyous  song  we  raise 
For  our  coming  holidays, 
Unto  college  giving  praise 

And  homage  o'er  and  o'er. 
So  may  we  ever  be 
Seniors  loyal  to  thee, 
Alma  mater,  to  thee, 

We're  alumni  evermore. 


Honored  friends  are  gathered  here, 

Rejoicing  in  our  power, 
Teachers  whom  we  love  and  fear, 

Are  proud  of  this  year's  dower. 
But  college-work  we  soon  shall  leave, 
Professors,  too — there's  no  reprieve, 
Our  president's  aid  no  mere  receive 

As  in  the  days  of  yore. 
This  college  year  has  passed, 
We  are  its  Senior  class, 
Into  the  world  we  pass, 

Alumni  evermore. 


Class-Day  morn  shall  pass  away, 

Ebbing  on  life's  tide. 
Commencement  too,  will  not  delay, 

Summer  will  not  bide; 
And  the  coming  fall  shall  say 
Vacation  time  has  passed  away 
In  the  light  of  autumn's  day, 

And  duties  lie  before. 
Other  halls  we  then  shall  pass, 
We  of  this  Senior  class, 
Not  as  the  student  mass, 

But  alumni  evermore. 


As  teachers  then  we'll  go  our  way, 

From  duty  ne'er  recoil, 
As  pupils'  lives  we  bend  and  sway 

By  our  labor,  love  and  toil. 
People  then  will  rise  to  say, 
Normal  College  leads  the  way 
Raise  to  her  your  joyous  lay. 

Class  of  19— 
So  let  our  watchword  be 
Onward  ever,  brave  and  free, 
Backward  never,  steps  shall  be. 

We're  alumni  evermore. 


38  WERNER'S  READINGS  NO.  54 

TROOP  OF  THE  GUARD. 

(Harvard  University  Class-Poem.) 


Herman  Hagedorn,  Jr. 


THERE'S  trampling  of  hoofs  in  the  busy  street, 
There's  clanking  of  sabers  on  floor  and  stair, 
There's  sound  of  restless,  hurrying  feet, 
Of  voices  that  whisper,  of  lips  that  entreat — 
Will  they  live,  will  they  die,  will  they  strive,  will  they 
dare? — 
The  houses  are  garlanded,  flags  flutter  gay, 
For  a  troop  of  the  Guard  rides  forth  to-day. 

0 

Oh,  the  troopers  will  ride  and  their  hearts  will  leap, 

When  it's  shoulder  to  shoulder  and  friend  to  friend- 
But  it's  some  to  the  pinnacle,  some  to  the  deep, 
And  some  in  the  glow  of  their  strength  to  sleep, 

And  for  all  it's  a  fight  to  the  tale's  far  end, 
And  it's  each  to  his  goal,  nor  turn  nor  sway, 
When  the  troop  of  the  Guard  rides  forth  to-day. 


The  dawn  is  upon  us,  the  pale  light  speeds 

To  the  zenith  with  glamor  and  golden  dart. 
On,  up!    Boot  and  saddle!    Give  spurs  to  your  steeds! 
There's  a  city  beleaguered  that  cries  for  men's  deeds, 

With  the  pain  of  the  world  in  its  cavernous  heart. 
Ours  be  the  triumph!     Humanity  calls! 

Life's  not  a  dream  in  the  clover! 
On  to  the  walls,  on  to  the  walls, 

On  to  the  walls,  and  over! 


The  wine  is  spent,  the  tale  is  spun, 
The  revelry  of  youth  is  done. 
The  horses  prance,  the  bridles  clink, 
While  maidens  fair,  in  bright  array, 
With  us  the  last  sweet  goblet  drink, 
Then  bid  us,  "Mount  and  ride  away!" 
Into  the  dawn  we  ride,  we  ride, 
Fellow  and  fellow,  side  by  side; 
Galloping  over  the  field  and  hill, 
Over  the  marshland,  stalwart  still, 
And  in  dark  pool  and  branch  and  bush 
The  treacherous  will-o'-the-wisp  lights  play. 
Out  of  the  wood  'neath  the  risen  sun, 
Weary  we  gallop,  one  and  one, 
To  a  richer  hope  and  a  stronger  foe 
And  a  hotter  fight  in  the  fields  below- 
Each  man  his  own  slave,  each  his  lord, 
For  the  golden  spurs  and  the  victor's  sword  I 


COMMENCEMENT  WEEK  39 

Friends,  of  the  great,  the  high,  the  perilous  years, 

Upon  the  brink  of  mighty  things  we  stand — 
Of  golden  harvests  and  of  silver  tears, 

And  griefs  and  pleasures  that  like  grains  of  sand 
Gleam  in  the  hour-glass,  yield  their  place  and  die. 
Like  a  dark  sea  our  lives  before  us  lie, 

And  we,  like  divers  o'er  a  pearl-strewn  deep, 
Stand  yet  an  instant  in  the  warm,  young  sun, 
Plunge,  and  are  gone, 

And  over  pearl  and  diver  the  restless  breakers  sweep. 

On  to  the  quest!    To-day 

In  joyful  revelry  we  still  may  play 

With  the  last  golden  phantoms  of  dead  years; 
Hearing  above  the  stir, 

The  old  protecting  music  in  our  ears 
Of-  fluttering  pinions  and  the  voice  of  her. 
To-day  we  still  may  crouch  beneath  her  wings, 
Dreaming  of  unimagined  things; 
To-morrow  we  are  part 
Of  the  world's  depthless,  palpitating  heart, 
One  with  the  living,  striving  millions 
Whose  lives  beat  out  the  ceaseless,  rhythmic  song 
Of  joy  and  pain  and  peace  and  love  and  wrong. 

We  may  not  dwell  on  solitary  heights. 

There  is  a  force  that  draws  men  breast  to  breast 
In  the  hot  swirl  of  never-ending  fights; 

When  man — enriched,  despoiled,  oppressed 
By  the  great  titans  of  the  earth  who  hold 

The  nations  in  their  hands  as  boys  a  swallow's  nest — 
Leaps  from  the  sodden  mass  through  loves  and  feuds 
And  tumult  of  hot  strife  and  tempest  blast, 
Until  he  stands,  free  of  the  depths  at  last, 
A  titan  in  his  turn,  to  mold 
The  pliable  clay  of  the  world's  multitudes. 

An  anxious  generation  sends  us  forth 

On  the  far  conquest  of  the  thrones  of  might. 

From  west  and  east,  from  south  and  north, 

Earth's  children,  weary-eyed  from  too  much  light, 

Cry  from  their  dream-forsaken  vales  of  pain, 

"Give  us  our  gods,  give  us  our  gods  again!" 

A  lofty  and  relentless  century, 

Gazing  with  Argus  eyes, 

Has  pierced  the  very  inmost  halls  of  faith; 

And  left  no  shelter  whither  man  may  flee 

From  the  cold  storms  of  night  and  lovelessness  and  death. 

Old  gods  have  fallen  and  the  new  must  rise! 

Out  of  the  dust  of  doubt  and  broken  creeds, 
The  sons  of    those  who  cast  men's  idols  low 

Must  build  up  for  a  hungry  people's  needs 


40  WERNER'S  READINGS  NO.  54 

New  gods,  new  hopes,  new  strength  to  toil  and  grow; 
Knowing  that  naught  that  ever  lived  can  die — 
No  act,  no  dream  but  spreads  its  sails,  sublime, 
Sweeping  across  the  visible  seas  of  time 
Into  the  treasure-haven  of  eternity. 

The  portals  are  open,  the  white  road  leads 

Through  thicket  and  garden,  o'er  stone  and  sod. 
On,  up!    Boot  and  saddle!  Give  spurs  to  your  steeds! 
There's  a  city  beleaguered  that  cries  for  men's  deeds, 

For  the  faith  that  is  strength  and  the  love  that  is  God! 
On,  through  the  dawning!     Humanity  calls! 

Life's  not  a  dream  in  the  clover! 
On  to  the  walls,  on  to  the  walls, 

On  to  the  walls,  and  over! 


WHAT  THE  WORLD  NEEDS. 

(Class  Poem.) 


Serepta  A.  Crabtree. 


WHERE  the  river  winds  by  on  its  way  to  the  sea, 
The  pride  of  the  State,  with  its  open  doors  free 
Is  the  State  Normal. 
Surrounding  it  elm-trees,  tall  and  bland, 
And  majestic  oaks,  austere  and  grand, 
Planted  there  by  God's  own  hand 
And  not  a  garden  formal. 

The  building  itself  is  old  and  sage, 
Shadowed  by  forest-trees;  mellowed  by  age 

Are  its  walls. 
For  many  grand  teachers  it  forth  has  sent; 
To  uplift  mankind  their  minds  are  bent; 
They  tell  of  the  happy  hours  they've  spent 

Within  its  halls. 

Once  I  stood  on  its  lofty  tower 

When  the  bell  was  striking  the  happy  hour 

The  children  await. 
And  a  sadness  filled  my  heart 
As  I  watched  them  homeward  start 
And  thought  of  the  time  when  we  must  part; 

The  class  of . 

Thus  I  stood  gloomily  thinking,  all  alone, 
Of  the  end  of  the  pleasures  we  have  known, 

And  it  made  me  sad. 
Then  I  thought  of  the  work  there  is  to  do 
And  thought  of  my  classmates,  noble  and  true, 
All  ready  and  eager  for  duties  new, 

And  I  was  glad. 


COMMENCEMENT  WEEK  41 

Then  a  pretty  bird  flew  to  a  tree  quite  near 
And  began  to  sing;  the  song  so  queer 

My  attention  drew. 
And  this  is  the  story  of  the  singing-bird; 
It  sang  so  sweet  my  soul  it  stirred; 
And  I'll  tell  it  to  you,  word  for  word, 

The  tale  so  true. 

"The  world  needs  souls  both  pure  and  true; 
There's  a  grand  life-work  for  each  to  do. 

Be  sure  to  find  it. 
Though  stony,  perchance,  and  rough  the  way, 
Though  the  heavens  sometimes  are  drear  and  gray, 
Keep  steadily  on  till  a  brighter  day, 

And  never  mind  it. 

'True  greatness  is  given  not  by  chances, 
You  can  control  your  circumstances 

If  you  only  try. 
Only  a  day  and  your  race  is  run; 
Let  it  not  be  till  much  good  you've  done, 
Until  for  man  some  victory  you've  won, 

Be  ashamed  to  die. 

"Let  love  for  man  be  your  heart's  dear  treasure. 
Then  instead  of  a  task  you'll  find  it  a  pleasure 

To  help  another. 
Opportunities  grasp  for  diffusing  light; 
Many  there  are  whom  life's  duties  affright; 
Your  lamp  will  shine  with  a  beam  more  bright 

To  light  your  brother." 

The  little  bird  took  wing  and  flew. 

I  watched  till  he  was  only  a  speck  in  the  blue. 

Oh,  a  lesson!  thought  I. 
His  story's  for  us  but  we  must  apply  it, 
And  contains  good  lessons  if  we  profit  by  it. 
We  can  be  useful,  no  one  can  deny  it, 

And  we  will  try. 

My  classmates,  all,  are  good  and  sincere, 
They've  faithfully  performed  their  duties  here 

And  always  with  pleasant  faces. 
Twenty-four  fair  ladies  and  seven  strong  men 
Will  enter  their  chosen  fields,  and  then 
They'll  win  success,  for  they'll  deserve  to  win; 

They'll  hold  their  rightful  places. 

We've  traversed  these  hills  in  all  directions 
Searching  for  specimens  for  cur  collections 

And  as  means  of  recreation. 
"Class  of  the  Century,"  we  leave  to  you 

All  the  beautiful  hills  and  wood  of , 

For  you'll  need  to  search  them  through  and  through, 

A  delightful  occupation. 


42  WERNER'S  READINGS  NO.  54 

Many  weary,  happy  hours  we've  spent 
In  studying  the  signs  of  the  firmament, 

Star-gazing  early  and  late. 
Dear  Second  Years,  to  you  with  love 
We  leave  the  starry  heavens  above 
And  may  their  study  a  pleasure  prove 

As  to  us  of  . 

It  is  with  sadness  that  we  bid  adieu 
To  all  good  people  here  at 

And  to  our  teachers  dear, 
Long  may  chapel  and  halls  resound 
With  class-day  talks  and  themes  profound, 
May  many  Seniors,  capped  and  gowned, 

Go  forth  from  here. 

For  now  the  day  is  near  at  hand 

When  we  must  scatter  throughout  the  land, 

Must  leave  our  alma  mater. 
Soon  north  and  south  and  east  and  west 
Will  claim  the  friends  that  we  love  best; 
We  must  say  "good-bye,"  and  trust  the  rest 

To  our  Creator. 


READY  TO  SAIL. 

(Class  Poem.) 


Dell  Adams. 


IN  future  years  we'll  all  look  back 
To  the  year  of  ninety-nine 
As  the  year  of  all  on  the  backward  track, 
The  best  of  all  in  time; 
The  year  when  we  were  Seniors  wise, 
The  year  when  earth,  and  sea,  and  skies, 
Glowed  in  beauty  to  our  wondering  eyes, 
When  we  began  the  mountain  to  climb. 

But  not  the  past  is  that  year,  but  the  now; 

This  is  the  one  year  of  all: 
And  in  the  many  years  to  come,  I  trow, 

No  happier  one  will  e'er  befall. 
We  girls  who  to-day  start  out  on  life's  way, 
Leaving  school-days  behind,  and  all  the  rough  fray, 
Of  exams,  and  fights,  and  the  work  of  each  day, 

And  the  joys  that  go  with  all. 

We  stand  and  gaze  into  the  future  wide, 

And  wonder  what  will  come; 
We  stand  close  to  the  ebbing  tide, 

And  look  at  what  is  gone. 


COMMENCEMENT  WEEK  43 

The  tide  floats  out  and  carries  afar 
The  school-days  happy,  with  nothing  to  mar 
Their  pleasures  and  joys,  each  bright  as  a  star, 
Which  we  found  in  our  college  home. 

We  stand  and  gaze  till  the  tide  comes  in, 

Which  brings  us  another  life; 
A  life  that  is  new,  with  days  unseen, 

And  countless  toils  and  strife. 
Slowly  we  turn  from  the  days  that  are  past, 
Slowly  we  take  up  our  anchor  cast, 

Ready  to  sail  on  the  sea  of  life. 

We're  ready  to  sail,  in  our  vessel  true, 

Out  on  the  broad,  wide  sea; 
Out  to  the  life  that  is  strange  and  new, 

That  lies  along  the  lea.  * 

Whether  a  life  of  victories  won, 
Whether  a  life  of  duties  done, 
Whether  a  life  in  the  wrong  race  run, 

In  time  we  sure  shall  see. 
But  we  start  with  a  purpose  strong  and  true 

To  ever  do  the  right; 
A  purpose  to  guide  us  the  whole  life  through, 

Whether  in  darkness  or  light. 
To  fight  life's  battles  with  a  valor  bold, 
To  live  lives  of  truth  and  beauty  untold, 
And  ever  in  purity  our  lives  to  mold, 

To  keep  our  motto  in  sight. 
And  on  our  standard  the  red  and  white, 

With  beauty  in  every  line, 
Will  help  us  to  ever  steer  for  the  right,' 

Throughout  all  time. 
So  we  lift  our  anchor  and  float  on  the  sea, 
So  we  launch  our  vessel  and  turn  to  the  lea, 
So  we  through  life  always  learners  will  be, 

The  Class  of . 


MRS.  MALAPROP  ON  FEMALE  EDUCATION. 

Richard  Brinsley  Sheridan. 

I  WOULD  by  no  means  wish  a  daughter  of  mine  to  be  a  progeny  of 
learning;  I  don't  think  go  much  learning  becomes  a  young  woman; 
— for  instance — I  would  never  let  her  meddle  with  Greek,  or  He- 
brew, or  algebra,  or  simony,  or  fluxions  or  paradoxes,  or  such  inflam- 
matory branches  of  learning;  nor  will  it  be  necessary  for  her  to  handle 
any  of  your  mathematical,  astronomical,  diabolical  instruments;  but, 
Sir  Anthony,  I  would  send  her,  at  nine  years  old,  to  a  boarding-school, 
in  order  to  learn  a  little  ingenuity  and  artifice.  Then,  sir,  she  should 
have  a  supercilious  knowledge  in  accounts;  and,  as  she  grew  up,  I 
would  have  her  instructed  in  geometry,  that  she  might  know  something 
of  the  contagious  countries;  above  all,  she  should  be  taught  orthodoxy. 
This  is  what  I  would  have  a  woman  know;  and  I  don't  think  there  is 
a  superstitious  article  in  it. — (From  "The  Rivals.") 


44  WERNER'S  READINGS  NO.  54 

DEVELOPMENT. 

(Class  Ode.) 


Samuel  Weldon. 


HOW  careless  we  came  to  thy  permanent  home, 
How  thoughtlessly  entered  thy  life, — 
So  inconstant,  and  fond  with  the  follies  of  youth, 
With  trifling  and  vanities  rife. 
Though  our  thoughts  were  caprice,  we  were  welcomed 
by  thee, 
To  thy  cloisters'  perennial  peace; 
The  spell  of  tradition  was  over  these  walks, 
And  thy  strength  bade  mutation  to  cease. 

Still  careless  we've  lived  in  thy  permanent  home; 

Thy  cycle  has  turned  since  we  came. 
The  years  cannot  alter  thy  vigor  and  truth, 

But  our  hearts  are  no  longer  the  same. 
And  lo,  at  the  end,  what  thine  influence  wrought, 

With  what  power  thy  purpose  could  bless. 
What  maturity,  Harvard,  thy  scope  could  impart, 

Our  poor  hearts  in  amazement  confess. 


MORNING'S  ROSEATE  FLUSH. 

(Class  Ode.) 


(Air:  "The  Lost  Chord.") 


I 


N  the  mystic  hour  of  the  dawning 
The  earth  turns  her  face  to  the  sun, 

While  the  watch-stars  in  the  zenith 
Pale  slowly  one  by  one. 


Then  far  away  to  the  eastward 

Comes  a  change  in  the  softening  skies 

The  painter  of  glorious  colors 
Mingles  his  marvelous  dyes! 

Purple,  and  lilac,  and  amber, 
And  rose,  and  crimson,  and  gold, 

Blend  in  a  harmony  tender, 
As  the  wonderful  colors  unfold. 

Till  at  last  the  ultimate  glory — 
The  golden  heart  of  the  morn — 

The  gleaming,  dazzling  sunburst— 
And  a  radiant  day  is  born. 

Man  looks  at  the  beautiful  picture, 
The  rose,  the  pearl,  and  the  gold, 

And  feels  through  all  of  his  being 
The  promise  of  hope  retold! 


COMMENCEMENT  WEEK  45 

In  the  roseate  flush  of  the  morning 

Of  the  smiling  day  of  youth 
We  are  facing  toward  the  dawning 

Of  the  golden  light  of  truth! 

And  we  know  with  a  sudden  prescience 

That  truth  and  life  shall  endure 
When  the  loveliness  of  the  dawning 

Shall  have  ceased  forevermore. 

Know  we  are  one  with  the  Painter, 

A  part  of  the  essence  divine; 
That  life  is  the  daily  picture 

For  the  master  of  color  and  line! 

Know  we  are  one  with  the  Painter; 

That  art  and  truth  are  one — 
And  we  who  have  seen  the  vision 

Must  work  till  the  set  of  sun! 

Must  offer  our  daily  picture 

To  the  master  of  color  and  line 
By  the  light  of  daily  service; 

For  life  and  truth  are  divine. 


CLASS-DAY  ADDRESS. 

(Class  President's  Address.) 


Clarence  D.  Shank. 


IN  behalf  of  the  Class  of  19—,  of  the  State  Normal  College,  I  bid 
you  all  a  cordial  welcome  to  our  class-day  exercises.  It  is  a  source 
of  pleasure  to  us,  and  we  deem  it  an  honor  that  so  many  of  our 
friends  have  gathered  to  -witness  these,  our  last  ceremonies. 

Our  college  is  ever  happy  to  welcome  to  her  halls  those  who  are 
interested  in  her  welfare.  There  is,  however,  one  day  which,  owing 
partly  to  the  season  and  partly  to  its  pleasant  associations,  stands  out 
preeminently  as  the  "day  of  days."  That  day  is  one  which  we  are 
here,  assembled  to  celebrate — the  Class-Day  of  19 — . 

(The  occasion  is  a  happy  one  to  us,  for  our  work  here  is  done.  We 
are  full  of  hope,  and  eager  for  the  great  world  in  which  we  must  take 
up  our  life-v/ork,  not  as  here,  under  the  ever-watchful  eyes  of  our 
faculty,  but  armed  with"  that  j)ower  which  we  have  acquired  by  years 
of  effort  under  their  direction.!  We  are  even  now  straining  at  our  bonds 
to  be  free  to  take  our  part  and  do  cur  share  in  the  great  conflict".  But, 
before  we  buckle  on  our  armor,  it  is  well  we  should  pause  and  review 
the  circumstances  which  have  made  possible  this  realization  of  our1 
ambitions, 

They  have  been  happy  days,  very  happy  days.  It  is  not  without 
a  pang  of  regret  that  we  enter  the  path  which  separates  our  college- 
life  from  the  broader  unknown  life  before  us.  The  exercises  of  to-day 
will  be  a  review  of  that  college-life,  a  holding  up  of  the  mirror  of  our 
past    Therein  you  will  see  reflected  the  associations  an$  experiences 


46  WERNER'S  READINGS  NO.  54 

which  have  bound  us  together  into  one  body.  Though  our  interests 
have  at  times  been  diversified,  yet  our  purpose  has  been  common,  and 
this  has  formed  among  us  a  tie  of  allegiance  not  soon  to  be  forgotten. 

Fellow  classmates:  \To-day  we  meet  for  the  last  time  as  a  class. 
It  seems  fitting  that  within  these  walls,  where  we  first  assembled  years 
ago,  we  should  take  leave  of  our  alma ^malex.  It  is  a  moment  of  min- 
gled joy  and  sorrow — joy,  that  ou7*grauisreached  and  our  work  here 
finished;  sorrow,  that  the  pleasures ^of  college-life  are  over,  that  its 
pleasant  associations  must  be  broken^ 

During  our  college-life  we  have  been  actuated  by  the  same  hop£s^^  I 
and  fears.  A  spirit  of  mutual  respect  and  confidence  has  ever  kept  us  xj 
harmonious  and  united.  To  the  college  we  have  been  loyal  and  de- 
voted. Every  effort  to  extend  her  influence,  to  increase  her  fame,  has 
met  with  our  earnest  and  enthusiastic  support.  In  our  record  as  a  class 
we  may  justly  take  pride.  — -^ 

(As  we  separate  let  every  one  bear  none  but  the  pleasantest  mem- 
ories of  our  college-life;  if  there  is  aught  that  is  dark  and  bitter,  may 
it  be  left  behind;  if  the  hopes  and  ambitions  of  any  have  not  been  real- 
ized, let  the  disappointment  be  forgotten.  Let  the  same  spirit  which 
has  characterized  our 'college-life  distinguish  our  after  life.  Let  our 
alma  mater  never  be  forgotten;  may  we  ever  strive  to  maintain  her 
honor  and  promote  her  interests?)  The  feeling  of  regret  that  comes 
over  every  one  of  us  is  fittingly  expressed  in  the  following  lines: 

"My  classmates,  of  the  thoughts  this  hour  involves. 
The  parting  sighs  and  filial  reselves, 
No  casual  observer  can  conceive; 
Nor  any,  who  have  never  felt  the  pain 
Of  parting  friends,  who  may  never  meet  again. 
'Tis  not  alone  at  parting  that  we  grieve, 
But  well  we  know,  though  some  of  us  may  meet. 
Some  will  be  absent  whom  we  used  to  greet,    i 

In  parting,  classmates,  I  will  not  say  good-bye,  but  farewell  until 
we  meet  again. 


ADDRESS  AT  END  OF  LAW  LECTURE  COURSE. 


Andrew  Byrne. 

(President  of  Law  Class.) 


PROFESSOR,  it  is  my  pleasant  privilege,  as  president  of  the  class, 
to  express  the  gratitude  of  its  members  for  the  interesting  and 
able  lectures  that  you  have  delivered  here.  I  don't  think  I  ex- 
aggerate when  I  say  that  they  have  been  a  green  oasis  in  the  desert  of 
technicalities  through  which  we  have  been  traveling,  under  able  guid- 
ance, for  the  last  four  months.  Your  treatment  of  the  subject  made  it 
doubly  attractive  (for  that  matter,  I  think  you  would  have  made  it 
interesting  even  if  it  had  been  as  alluring  as  a  common  law  remainder, 
or  as  absorbing  as  a  multiplication-table  lesson).  One  who,  like  your- 
self, is  a  distinguished  member  of  the  New  York  Bar,  once  said  that 
"the  man  who  does1  not  carry  the  torch  of  humor  is  always  in  danger 
of  falling  into  the  pit  of  absurdity,"  it  is  needless  to  say  that  you  will 
never  fall  into  that  pit.  If  any  member  of  the  class  has  not  enjoyed 
your  lectures,  it  is  because  the  eyes  of  his  mind  are  dim,  made  so  by 


COMMENCEMENT  WEEK  47 

nature  or  by  continually  gazing  through  the  microscope  of  municipal 
law.  When  one  has  been  delving  in  the  darkness  of  a  cellar,  he  cannot 
always,  without  preparation,  look  with  delight  on  the  splendors  of  the 
sun.  You  have  said  that  the  love  of  knowledge  is  a  good  thing.  I 
think  it  is  also  the  best  antidote  of  the  love  of  money,  and  in  days, 
when  the  dollar  is  more  dominant  than  ever,  there  would  be  little  hope 
for  the  republic  if  men  of  intellect,  like  yourself  and  our  other  pro- 
fessors, were  not  willing  to  abandon  the  pursuit  of  wealth  to  impart 
some  of  their  knowledge,  and  to  help  to  destroy  that  ignorance  which 
is  the  prolific  mother  of  all  human  misery. 

Let  us  hope,  Professor,  that  you  will  continue  to  honor  future 
students  of  the  university  as  you  have  honored  us.  It  is  safe  to  say 
that  no  student  of  this  class  can  ever  see  or  hear  the  words  "Interna- 
tional Law,"  without  calling  from  the  chambers  of  his  memory  the 
recollection  of  the  pleasing  personality,  the  witty  words,  and  the  pro- 
found philosophy  of  Professor . 


KNOWLEDGE,  POWER,  HONOR. 

(Class   Son?.) 


Malvina  Liebermann. 


TOWARD  the  regions  of  light  where  wisdom  holds  sway 
Over  knowledge  and  power  and  honor, 
O  cherishing  mother,  through  many  a  day 
You  have  led  us  by  mile-posts  that  mark  the  long  way; 
You  have  blunted  the  thorns  that  our  course  else  would  stay 
From  knowledge  and  power  and  honor. 

CHORUS. 

And  by  knowledge  and  power  and  honor  controlled 

Are  dominions  far-reaching  and  wide, 
With  vistas  of  glory  that  ever  unfold 

To  those  who  choose  wisdom  for  guide. 

At  the  gates  of  the  regions  where  wisdom  as  king 

Reigns  o'er  knowledge  and  power  and  honor, 
We  are  standing  to-day,  glad  pilgrims  who  bring 
The  keys  you  have  given;  and  as  the  gates  swing 
We  gain  glimpses  of  grandeur,  while  happy  hosts  sing 
Of  knowledge  and  power  and  honor. 

Though  we  leave  you  to-day,  with  rekindled  zest 

For  knowledge  and  power  and  honor, 
In  our  hearts,  alma  mater,  there  ever  shall  rest 
An  image  unrivaled  and  honored  and  blessed, 
Of  the  radiant  star  that  inspired  the  quest 

For  knowledge  and  power  and  honor. 


WERNER'S  READINGS  NO.  54 
'  IVY  ORATION. 


Lo  Amy  Heater. 

THE  evening  shadows  lengthen,  the  departing  rays  shed  subdued 
and  softened  light  upon  the  landscape.  Everything  takes  on  new 
beauty.  Even  thought  seems  to  feel  the  refining  influence,  and 
better  things  crowd  out  the  turmoil  of  the  day.  At  such  a  time  it  is 
well  to  review  the  past,  but  even  better  to  look  into  the  starlit  future 
with  its  great  possibilities.  This  evening  to  us  is  of  special  signifi- 
cance, marking  an  epoch  that  ought  to  foreshadow  success.  Our  re- 
sponsibilities are  widened  in  that  now  we  must  enter  upon  active  duties. 
Well  be  it  for  our  mission  if  we  can  make  the  practical  application,  and 
show  the  advantages  of  culture.  This  has  been  our  aim;  and  if  to- 
night's influence  causes  us  to  obtain  larger  views  of  future  work,  the 
ivy  will  be  a  typical  emblem. 

The  foundation  on  which  to  build  is  erected,  the  corner-stone  of 
culture  is  laid;  but  the  building  is  mostly  to  be  completed;  its  comple- 
tion depends  on  our  conception  of  culture.  If  that  conception  be  the 
true  one,  it  must  embrace  everything  that  philosophy  and  history,  all 
that  poetry,  art,  and  even  religion,  have  done  for  man.  That  this  is  a 
correct  estimate,  the  study  of  its  history  will  show. 

The  culture  of  the  Athenians  embraced  philosophy,  history  and 
beauty.  Nature  contributed  the  blue  sky,  the  stately  mountains,  the 
picturesque  valleys,  which  gave  rise  to  art  and  made  Greece  to  lead 
in  her  creations  of  all  that  was  beautiful.  It  furnished  ideals  not  only 
for  statuary,  but  some  of  the  most  lasting  literature  in  the  fields  of, 
poetry  and  philosophy.  What  remains  of  this  culture?  It  is  remem- 
bered as  an  oasis  in  a  desert.  Destroyed  by  its  own  growth,  for  it' 
lacked  one  vital  element,  in  that  while  it  developed  the  intellect  and 
the  taste,  it  had  no  power  over  the  conscience. 

Roman  culture  was  little,  if  any  better;  and  both  nations  and  indi- 
viduals fell,  because  the  foundations  were  poorly  laid.  That  failure  is 
of  the  past.  From  the  Galilean  Master  came  the  all-enduring  culture, 
that  which  banished  the  darkness  of  the  Middle  Ages  and  made  our 
civilization  possible.  To  its  expansion  there  are  no  boundaries.  Its 
justice  is  wide  enough  to  embrace  the  worlds  and  the  ages.  From  its 
little  beginnings  it  has  grown  to  be  the  motive  power  of  civilization  and 
happiness,  the  redemption  of  mankind.  This  culture  is  the  broadest; 
for  it  includes  the  whole  man,  being  physical,  intellectual  and  spiritual. 

To-night  we  stand  on  a  plain  elevated  so  much  as  to  see  and  under- 
stand something  of  the  world's  culture.  The  lessons  learned  in  this 
place  have  sunk  deep  within  our  hearts,  to  be  cherished  by  us~and  to 
make  it  more  possible  for  us  to  win  little  by  little  the  goal  of  culture 
fittingly  represented  by  the  ivy.  In  the  fostering  bosom  of  mother 
earth  we  place  it.  From  hence  carried  by  the  little  tendrils,  nourish- 
ment will  be  furnished,  and  leaf  by  leaf,  slowly  but  surely,  the  clinging 
vine  will  cover  the  walls  of  the  dear  old  college,  symbolizing  our  hopes 
and  followed  by  our  prayers.  The  way  of  life  may  be  long  and  weary, 
but  patience  and  perseverance,  ever  striving  to  reach  the  loftiest  ideal, 
as  the  ivy  reaches  out  for  the  highest  pinnacle,  will  make  our  mission, 
whether  humble  or  great,  dignified  and  true,  bringing  the  blessing  o£ 
true  culture. 


-)■  T": 


COMMENCEMENT  WEEK  49 

IVY  POEM.       ^ 


Lo  Amy  Heater. 


(Based  on  meter  of  "Locksley  nail.") 


CLASSMATES,  linger  here  a  little  in  the  gentle  sunset  glow, 
While  we  think,  and  while  we  ponder  as  the  gentle  breezes  blow. 
'Tis  the  place  in  which  we  wandered  at  familiar  voices'  call, 
Listening  to  fact  and  fancy  floating  through  our  College  Hall. 
'Tis  the  place  we  all  were  welcomed,  by  the  faculty  so  kind; 
In  the  classic  halls  with  learning  they  have  tried  to  store  the  mind. 
Here  about  the  rooms  we  wandered,  cherishing  a  thought  sublime, 
As  we  viewed  the  wealth  of  treasures  to  be  found  in  learning's  mine. 
Many  a  night  from  our  literary  efforts;  ere  we  went  to  rest, 
Did  our  flights  of  oratory  gently  slope  down  to  the  west; 
When  the  centuries  behind  us  furnished  topics  for  the  tracts; 
When  the  critic's  comments  roused  within  us  Niagara  cataracts; 
When  we  looked  into  the  past  for  the  lessons  we  could  see, 
Viewed  from  scientific  standpoint  the  treasures  sought  by  thee, 
In  the  days  of  toil  and  labor  sometimes  failure  marked  the  day; 
In  the  days  of  brighter  dawning,  hope  brought  out  another  way; 
In  the  spring  the  work  redoubled,  bringing  on  this  cherished  time, 
When  with  joy  and  sorrow  mingled  we  would  plant  the  little  vine. 
What  is  that  which  we  should  turn  to  on  the  morrows  after  thee? 
Just  to  seeking  truth  eternal  now  opening  but  to  golden  keys. 
"Every  gate  is  thronged  with  numbers,  all  the  markets  overflow," 
If  the  ivy  is  not  our  emblem,  what  is  that  which  we  can  do? 
In  the  mellow  earth  we  placed  it,  with  the  south  wind  feeling  warm, 
Watch  it  climb  the  walls  so  cherished,  helped  by  sun  and  thunderstorm. 
Greener  grows  the  ivy  dainty  as  it  nears  the  tow'ring  height, 
Leaves  the  dark  and  misty  shadows  in  its  upward  search  for  light. 
Thus  it  smiles  and  beckons  onward  where  we  ought  to  hew  our  path, 
Thus,  my  classmates,  the  workers  are  ever  finding  something  new,    7 
That  which  has  been  done  but  earnest  of  the  things  that  are  to  do, 
'Till  the  war-drum  throbs  no  longer  and  the  battle-flags  are  furled; 
And  the  thoughts  of  true  ambition  fill  the  nations  of  the  world, 
Knowledge  comes  while  ties  doth  bind  us,  as  we  linger  in  this  place, 
Loth  the  ties  of  love  to  sever  for  an  entrance  on  life's  race. 
Not  in  vain  the  future  beckons,  as  the  ivy  here  we  place, 
For  we  know  'tis  work  that  conquers  with  the  true,  and  not  the  base. 
Thus  we  trust  to  see  it  climbing  round  the  walls  we  love  so  well, 
Ancient  fount  of  inspiration,  where  our  thoughts  do  care  to  dwell. 
When  we  climb  the  hills  so  rugged  that  encircle  life's  pathway, 
We  will  bless  our  alma  mater  for  the  strength  for  that  hard  day. 
And  as  we  with  lessons  ended,  bid  farewell  to  College  Hall, 
May  our  work  and  presence  give  the  help  that  ought  to  fall, 
Bringing  sunshine  from  the  distance  truer  than  all  songs  that  sing, 
Driving  all  blasts  before  it  with  the  friendly  words  that  ring; 
While  we  each  fulfil  our  mission,  whether  great  or  whether  small, 
With  strength  won  from  truth  and  teachers,  in  this  our  pleasant  HalL 


SO  WERNER'S.  READINGS  NO.  54 

PLEDGE  AND  PRAYER. 

(Class   Song:.) 


H.  Frances  Dempsey. 

(Air:  "Joy  to  the  World.") 


o 


UR  alma  mater,  hail,  thrice  hail  I 
We   sing   farewell   this   time; 

In  memory  our  hearts  can't  fail 
To  live  anear  thy  shrine. 

We  pledge  to  live  in  noble  deeds, 

Bear  forth  thy  grand  ideals; 
Helping  where'er  the  world  has  need, 

And  live  in  service  real. 

With  wisdom  may  our  feet  be  shod, 

Fair  hope  our  guiding  star; 
Our  hearts  by  faith  be  linked  with  God; 

Love  shed  its  light  afar. 

The  world  has  need  of  service  true, 
Strong  hands  and  hearts  sincere; 

For  there  is  sacred  work  to  do 
With  lives  to  shield  and  cheer. 

Help  those  who  leave  these  halls  to-day 
Their  grand  truths  to  express. 

Thou  Righteous  One,  to  Thee  we  pray 
Our  (insert  name  of  college)  to  bless! 


EVER  PRESSING  FORWARD. 

(Class  Song.) 


Mary  Rosalie  Stolz. 

ALMA  MATER!   generous  mother! 
Grateful  praise  to  thee  we  bear; 
In  thy  hands  we  place  our  trophies, 
On  thy  head  our  laurels  fair; 
For  the  weapons  we  are  wielding 

Were  received  from  thy  great  store; 
Surely  thine  the  victor's  glory — 
Would  that  we  could  bring  thee  morel 

Gracious  mother!   if  bewildered 

We  have  halted  by  the  way, 
If  low  bowing  o'er  our  failures, 

We  have  lost  hope's  cheering  ray, 
Then  thy  gentle  guidance  lending, 

Thou  hast  bade  us  lift  our  eyes; 
When,  behold!  the  goal  seemed  nearer, 

Brighter  shone  the  glorious  prize. 


COMMENCEMENT  WEEK  51 

Alma  mater!   noble  mother! 

Give  us  of  thy  mighty  power; 
Bless  us  with  thy  far-famed  wisdom; 

Cheer  us  in_the  parting  hour. 
We  are  going  forth  to  conquer 

Foes  without  and  self  within; 
Onward,  forward,  ever  pressing, 

Laurels  fresh  for  thee  to  win. 


BATTLE  UNTIL  VICTORY. 

(Class  Song.) 

OUR  alma  mater, 
Hear  our  last  glad  song  of  praise, 
Our  deeds  hereafter  shall  be  greater 
Songs  of  thanks  for  college  days. 
We  will  keep  the  watchwords  you  have  taught  us, 

We  will  fight  till  set  of  sun, 
We  will  guard  the  standards  you  have  wrought  US 
The  loyal  Class  of  . 

So  forward,  shoulder  then  to  shoulder, 

We  can  hear  the  trumpet's  call; 
Defeat  shall  make  us  fight  but  bolder, 

We  are  fortune's  soldiers  ail. 
Our  battle-cry  shall  ring  out  loudly 

Till  the  victory  has  been  won, 
Our  college,  then,  will  crown  us  proudly, 

The  valiant  Class  of . 


HEARTS  SHALL  EVER  LINGER. 

(Class   Song.) 


FAREWELL,  dear  alma  mater, 
Now  we  reach  the  open  door; 
We  tread  the  mystic  borderland 
We  never  trod  before; 
And  through  the  future  far-off  years, 

E'en  to  the  better  shore, 
The  tender  touch  of  thy  loving  hands 

Shall  lead  us  evermore. 
The  tender  touch  of  thy  loving  hands 
Shall  lead  us  evermore. 

Farewell,  thy  children  say,  farewell 

With  saddened  tones  and  slow; 
And  though  we  turn  our  feet  away 

Our  hearts  shall  never  go, 
But  ever  linger  in  thy  train 

To  swell  the  joyous  song 
Of  praises  to  thy  loving  name 

That's  with  us  all  the  day  long. 
Of  praises  to  thy  loving  name 

That's  with  us  all  the  day  long. 


52  WERNER'S  READINGS  NO.  54 

"THERE  SHALL  BE  NO  ALPS.' 

(Class  Song.) 


Edith  Putnam  Painton. 


(Air:  "Auld  Lang  Syne.") 


1, 


r  \  ^HE  Class  of are  we, 

Our  High  School's  joy  and  pride; 
For  four  long  years  we've  sailed  her  sea, 
And  battled  with  her  tide. 
But  now  we  see  the  shore  in  sight, 

And  land  appears  in  view, 

All  honor  to  our  colors  bright, 

The  Crimson  and  the  Blue! 

CHORUS. 

Then  hail!  hail!  hail!— all  hail 

To  the  brave  and  true! 
Hail  to  the  colors  that  we  love, 

The  Crimson  and  the  Blue. 

Our  motto,  "There  shall  be  no  Alps," 

Inspired  us  on  to  win; 
And  soon,  ah,  soon — reality 

Of  living  will  begin. 
We'll  not  forget  our  school-days  here, 

Though  scenes  around  be  new; 
We'll  not  forget  old 

Nor  the  Crimson  and  the  Blue. 

Chorus. 

Some  will  no  doubt  see  foreign  lands 

And  win  unbounded  fame; 
Some  will  in  our  own  nation's  lists 

Enroll  a  laureled  name. 
Some  will  the  lower  walks  of  life 

Traverse,  but  all  they  do 
Shall  honor  bring  our  colors  bright, — 

The  Crimson  and  the  Blue! 

Chorus. 

Then  give  three  cheers  for  , 

The  most  illustrious  class 
That  ever  from  this  best  of  schools 

Was  destined  forth  to  pass! 
Then  cheer  our  motto  loud  and  long, 

And  cheer  each  classmate  too! 
But  cheer  our  colors  louder  yet — 

The  Crimson  and  the  Blue! 

Chorus, 


COMMENCEMENT  WEEK  53 

LAST  WILL  AND  TESTAMENT  OF  CLASS. 


Lo  Amy  Heater. 

CONTRARY  to  all  precedents,  the  Class  of  has  decided  to 
make  public  its  own  will  before  retiring  from  active  life.  We 
do  not  wish  you  to  anticipate  grief,  but  think  there  will  be  much 
less  of  it  when  you  know  that  we  quite  cheerfully,  or  at  least  philo- 
sophically, heard  the  learned  doctor  say  that  on ,  at  noon,  the  Class 

must  die.  As  this  is  the  inevitable  lot  of  all  classes,  we  have  made 
fitting  preparations,  executing  for  the  consolation  of  friends  the  fol- 
lowing will: 


STATE  OF 

ss: 
COUNTY  OF 


} 


In  dei  nomine:    On ,  that  is  to  say,  the day  of 


in  the  year ,  We,  the  Class  of ,  of College,  in  good  and 

sound  mind  being,  make  our  testament  in  the  manner  that  followeth 
hereafter: 

First,  That  the  President  be  the  sole  executor,  and  no  bonds  ex- 
acted. In  the  beginning;  we  bequeath  our  good-will  and  loyalty  to  the 
college,  only  stipulating  that  they  conduct  the  funeral  service  with  due 
form,  and  have  the  procession  of  the  correct  length,  embracing  every 
particular  relating  to  style  and  decorum. 

Also  we  bequeath  to  the  Juniors  the  honor  of  being  Seniors,  the 
vast  responsibilities,  the  front  seats  rightfully  belonging  to  us,  which 
they  and  some  of  the  faculty  seemed  determined  to  take  when  we  had 
grown  so  old  and  feeble  that  we  could  not  contest  for  them.  Also  a 
copy  of  the  original  song,  of  which  two  Juniors  may  have  heard,  for 
the  sentiments  expressed  therein  will  never  fail  to  cheer  as  they  "Roam, 
sweetly  roam." 

Also,  we  bequeath  the  lumber  purchased  for  class-flag  raising  to 

Prof.  ,  as  we  know  he  will  make  good  use  of  it,  and  right  busily 

the  saw  will  glide  between  the  molecules  while  he  thinks  of  laboratory 

fires  on  the  morrow,  and  the  work  did   when  he  was    similarly 

engaged. 

To  the  coming  chemistry  class  we  bequeath  this  warning,  don't 
laugh  when  there  is  an  explosion.  It's  dangerous,  as  words  usually 
follow  without  smiles. 

Also  to  Miss  ,  the  instructress,  we    bequeath    this    advice: 

Teach  the  pupil  to  look  up  not  down,  for  if  he  looketh  down  it  will 
cause  a  moving  down. 

Also,  we  bequeath  to  the  heirs  of  our  valedictorian  all  our  right  and 

interest  in  the  class-flag.    If  carefully  cared  for,  the  Class  of may 

float  it,  for  the  breezes  have  had  but  little  effect  upon  it  this  . 

Also,  we  bequeath  to  the  classes  following  the  review  of  mental 
science  as  a  fit  preparation  of  the  work  to  follow.  Mental  science  is 
both  instructive  and  enjoyable,  but  without  this  review,  written  in  Miss 
's  inimitable  style,  no  one  is  fully  prepared  to  study  it. 

To  Prof. ,  also,  the  thanks  of  the  Class  for  the  many  favors, 

especially  for  the  class-song  and  flag  work. 


54  WERNER'S  READINGS  NO.  54 

To  the  faculty,  as  a  whole,  our  sincere  thanks  for  their  earnest 
efforts  in  our  behalf,  and  the  loyalty  of  all  persons  whom  we  can 
influence. 

To  the  President,  for  the  benefit  of  our  college,  we  bequeath  all 
the  residue  of  our  property,  after  the  debts  are  fully  discharged,  and 
the  funeral  expenses  met. 

The  foregoing  is  the  legal  will  of ,  and  Class  of ,  and  we 

do  solemnly  declare  that  we  published  and  executed  the  will  in  the 
presence  of  two  lawful  witnesses.    In  witness  whereof  we  hereunto  set 

our  hands  and  seals  this day  of ,  in  the  year  of  our  Lord  19 — . 

Name  of  the  Class L.S. 

Witnesses : 

Two  persons,  not  members  of  the  class. 


CONSECRATION  TO  HUMANITY  MAN'S  MISSION. 

(Class  Oration.) 


Edith  L.  Pecker. 


THE  numberless  needs  of  man  have  a  general  source,  which,  if 
recognized  and  supplied,  will  determine  the  varying  nature  of  all 
needs.  Education  gives  man  power,  wisdom;  and  we  send  our,! 
student  to  institutions  of  learning,  where  he  is  taught  to  toy  with  the 
power  of  the  ocean  as  a  leaf  in  his  hand;  to  gather  the  majesty  of  the 
lightnings  and  turn  it  to  what  he  will;  to  rove  through  earth's  most 
sacred  treasure-chest  and  steal  from  it  what  he  will  for  the  satisfaction 
of  his  own  desires; — to  overcome  everything  but  the  greatest  of  all, 
himself.  And  the  results?  The  headings  of  the  newspapers  answer, 
leaving  a  deeper  scar  on  the  heart  of  a  mother,  bringing  a  flush  of 
shame  to  the  cheek  of  a  father. 

In  the  center  of,  and  determining  the  complex  convolutions,  evo- 
lutions, and  revolutions  of  man's  nature,  there  is  a  balance  which  men 
call  character,  suspending  scales:  one  of  the  weights  called  conscience, 
or  the  good;  the  other  weight,  the  evil:  the  good,  that  which  estab- 
lishes man's  identity;  the  evil,  causing  the  inadequacies  in  fulfilling 
the  demands  of  his  evolution.  Nor  is  this  condition  wrong;  it  is  a 
law  operative  everywhere  in  the  universe, — the  law  cf  opposition  neces- 
sary to  equilibrium,  and,  in  character,  to  spiritual  poise.  These  are 
adjusted  in  infancy,  and  the  balancing  begins,  culminating  in  a  struggle  J 
involving  the  entire  being,  as  the  scale  tips  on  either  side.  In  the  first  ' 
place,  evil  is  a  negative  quality;  but  if  the  scale  tip  on  this  side,  the 
evil  being  reinforced  instead  of  the  good,  a  chaotic  state  is  established 
by  which  it  becomes  a  positive  condition.  If  the  scale  tip  on  the  other 
side,  the  destined  course  of  man  is  reinforced,  all  his  being  brought 
into  harmony.  ,  . 

This  principle  has  not  received  due  recognition  in  home-trainmg,  in 
systems  of  education,  and  in  self-applied  culture  of  the  individual. 
Every  one  illustrates,  in  his  own  nature,  this  struggle  between  good 
and  evil;  the  index  of  his  thoughts  points  inward;  it  is  easy  for  him  to 
determine  its  nature.  When  we  realize  that  the  result  of  this  struggle 
may  be  a  soul  lost  or  a  soul  saved,  does  it  not  stamp  itself  as  the  source 
of  the  great  need? 


COMMENCEMENT  WEEK  55 

How  is  this  need  to  be  supplied?  Must  we  tremble  at  every 
thought  and  feeling  lest  it  be  a  manifestation  of  some  particular  evil, 
constantly  battling  back  each  tendency  lest  it  should  grow  into  uncon- 
trollable immensity?  No;  sunshine  rifts  the  darkness.  As  God  has 
taught  each  little  seed  to  overcome  the  earth  by  reaching  for  sunshine, 
so  He  has  given  the  human  soul  the  power  by  which  it  may  over- 
come,— purpose.  As  His  gift  to  the  seed  is  its  blossom,  so  His  gift 
to  the  soul  is  its  ideal,  which  is  the  painting  of  purpose.  Purpose  grows 
by  that  which  itself  establishes,  and  the  painting  changes  as  the  pur- 
pose grows— like  vibrations  of  ether,  which  in  slower  waves  produce 
sound,  and,  as  the  rate  increases,  heat,  then  color;  while  the  essence 
of  the  vibration  remains  the  same..  How  shall  purpose  be  obtained, 
maintained? 

Man  is  a  network  of  close  and  complex  relationships.  Lives  twine 
and  intertwine,  touch,  and  go  on  never  to  meet  again.  The  slightest 
jar  thrills  the  entirety.  The  merest  touching  of  two  lives  exerts  an 
influence  over  both  that  never  dies.  In  the  wrongly-fulfilled  destiny 
the  individual  has  marred  the  general  plan  of  God.  He  has  prevented 
some  from  a  clear  perception  of  their  destiny,  and  others  from  the 
possibility  of  rightly  revealing  it.  This  destiny  is  a  revelation  of  God. 
A  man  can  live  but  one  thought  peculiarly  his  own;  and  this  for  what? 
For  humanity,  and,  through  humanity,  for  God.  Here  we  come  to  the 
true  nature  of  the  great  need. 

Purpose  is  the  means  of  redemption;  its  ideal,  the  life  of  Christ. 
Jesus  is  the  divine  example  of  natural  and  holy  living.  His  life  and 
teachings  were  centrifugal:  "He  that  is  servant  among  you  is  greatest 
of  all."  Our  living  for  centuries  has  been  centripetal.  The  world  bows 
before  the  great  "I,"  and  the  possessive  case  is  its  language.  This  has 
brought  about  life's  discords;  and  following  the  teachings  of  Christ  is 
the  one  thing  that  will  restore  lost  harmony.  Nature  cares  little  for 
her  parts,  as  such;  but  she  worships  her  relationships.  The  relation- 
ship determines  the  part.  What  is  man  but  a  part  of  nature?  What 
is  his  soul  but  a  part  of  God?  If,  then,  this  part  be  treated  as  the  great 
whole  in  itself,  have  not  all  the  laws  of  God  been  violated?  What, 
then,  is  the  clarion  mission  of  man?  Relate  thyself  to  humanity — to 
thy  whole.  Perceive  the  signs  of  the  times,  and  know  that  in  so  far 
as  thy  life  is  consciously  given  to  the  saving  and  uplifting  of  humanity, 
for  humanity's  sake,  will  thine  own  life  be  uplifted  and  saved;  for  the 
need  of  to-day  is  that  man  overcome  himself  in  complete  consecra- 
tion to  the  welfare  of  humanity. 


WISDOM  VS.  GOWNS. 


The  graduate  in  glory  stands,  his  college  course  complete, 
His  brilliant  thesis  in  his  hands,  the  whole  world  at  his  feet. 
He  little  guesses,  as  he  lets  those  words  of  wisdom  fall, 
He'll  never  see  the  time  again  when  he  will  know  it  all, 

Now  comes  the  gentle  graduate  to  make  her  graceful  bow, 
To  point  our  highest  duties  out  and  tell  us  why  and  how; 
She  clears  all  knotty  points  away  concerning  state  affairs — 
Her  pa  is  wondering  how  he'll  pay  for  the  costly  gown  she  wears. 


56  WERNER'S  READINGS  NO.  54 

BOOTS  FOR  PAVING  STONES. 

(Class  Oration.) 


Verna  Sheldon. 


A 


GERMAN  proverb  says,  "We  must  have  not  only  wings  for  the 
empyrean,  but  also  a  stout  pair  of  boots  for  the  paving-stones." 
Wings  for  the  empyrean?  Yes,  for  wings  typify  man's  spiritual 
faculties — freedom,  aspiration  and  insight.  It  is  freedom  in  its  broad- 
est sense,  that  freedom  which  comes  through  the  gradual  unfolding  of 
one's  being  as  it  awakens  to  the  responsibility  in  life;  the  aspiration  of 
the  spirit  for  higher  and  nobler  living,  directed  by  insight,  the  per- 
ceiver  and  revealer  of  truth. 

Boots  for  the  paving-stones?  Yes,  for  boots  typify  man's  practical 
faculties — courage,  endurance  and  intellect, — courage  to  face  positively 
our  undertakings,  not  with  just  a  mere  sudden  blaze  of  the  fire  of  en- 
thusiasm which  will  be  extinguished  by  the  first  puff  of  wind,  but  an 
enthusiasm  that  will  endure.  Each  mountain-peak  we  gain  is  but  a 
point .  of  vantage  from  which  we  see  distant  superior  heights.  But 
before  we  can  hope  to  attain  them,  we  must  cross  the  valley  that  lies 
between,  enduring  the  hardships  of  unsteady  travel. 

Discouragement  comes  from  one  or  two  conditions:  we  either 
become  overwhelmed  by  the  great  gulf  between  us  and  our  ideals  and 
have  not  the  patience  to  work  on  steadily — possibly  we  lack  genius 
enough,  for  it  has  been  said  that  "genius  is  the  capacity  for  hard  work" 
— or  we  do  not  use  to  the  best  advantage  the  insight  we  may  possess. 
If  we  v/ere  but  willing  to  do  with  faith  that  which  we  see  to  do,  regard- 
less of  the  opinion  of  others,  deeper  insight  would  be  our  reward. 

Consider  the  lives  of  Edgar  Allan  Pee  and  Samuel  Coleridge,  two 
men  who  failed  to  attain  the  height  of  greatness  their  genius  prom- 
ised, because  they  had  not  boots  of  courage  along  with  their  winged 
ideals.  If  Poe  had  had  the  combination  of  these  virtues,  it  has  been 
said  he  would  have  been  America's  greatest  poet.  The  poems,  "The 
Ancient  Mariner,"  and  "Cristcbel,"  show  the  freedom  of  imagination  of 
Coleridge,  and  show  also  what  the  world  has  missed  by  the  lack  of 
enduring  courage  in  that  man.  We  may  look  to  Milton  and  Shake- 
speare as  examples  of  the  desirable  combination  of  insight  and  endur- 
ance; but  in  the  writings  of  William  Wordsworth  we  recognize  works 
that  will  live  because  of  constancy  in  the  use  of  certain  talents,  al- 
though the  poet  had  not  the  brilliant  genius  of  a  Poe  or  a  Shelley. 

"We  must  have  not  only  wings  for  the  empyrean,  but  also  a  stout 
pair  of  boots  for  the  paving-stones."  The  bird,  v/hose  music  we  heard 
from  such  distance  in  the  clouds,  does  not  always  sing,  nor  does  it 
always  scale  the  heavens.  Its  excellence  in  song  and  flight  depends 
on  the  little  crumbs  of  bread,  the  ugly  worm  which  it  picks  up  from 
the  ground. 

The  bird  cannot  always  live  in  mid-air,  nor  can  we  always  live  in 
dream-clouds.  We,  too,  must  come  to  earth  to  live,  to  do  each  day 
the  common,  prosaic  things,  which,  however  small  or  humble  they  may 
seem  when  considered  individually,  are  in  their  relation  to  all  our  acts 
the  paving-stones  which  go  to  make  up  the  pathway  that  leads  toward 
the  goal  of  the  ideal  the  wings  have  revealed. 


COMMENCEMENT  WEEK  57 

DIGNITY  AND  POTENCY  OF  LANGUAGE. 

(Class-Day  Oration.) 


Harriet  M,  Thrall. 


THE  study  of  a  nation's  language  is  the  study  of  its  history,  of  every 
influence  that  has  touched  it,  of  every  wave  of  civilization  that 
has  swept  over  it.  There  is  close  connection  between  the  growth 
of  language  and  the  progress  of  human  development;  in  every  age  it 
bears  the  stamp  of  the  tendencies  and  ideas  of  the  times.  Sometimes 
a  word  already  in  use  can  be  made  to  express  new  thought.  For  ex- 
ample: "social  science;"  "realistic"'  as  new  used  in  art  and  literature; 
"wretch"  was  formerly  used  as  a  term  of  endearment;  "vivacity"  was 
used  in  the  sense  of  longevity.  It  is  recorded  of  a  certain  man  that  he 
was  "most  remarkable  for  his  vivacity,  for  he  lived  140  years."  We 
may  give  a  phrase  fifty  meanings  and  we  shall  not  exhaust  it,  and  a 
hundred  years  hence  to  it  may  be  given  totally  different  meanings. 

There  are  ways  other  than  by  oral  or  written  language  of  com- 
municating thought;  for  example,  by  gestures,  signals,  and  pictorial 
signs.  But  the  expression  of  thought,  by  means  of  language,  that  is, 
by  articulate  speech  or  by  written  characters,  is  the  most  exact,  the 
most  noble,  and  the  most  dignified.  Of  this  dignity  of  language, 
beauty  is  one  of  the  chief  elements.  And  so,  word-music,  or  harmony, 
is  an  important  element  in  noble  speech.  The  sound  of  every  word  is 
to  be  studied,  so  that  the  words  in  their  varied  sounds  will  do  the  same 
office  for  literature  that  the  varied  tones  of  color  do  for  painting.  As 
well  as  appropriate  phrasing,  imagery  adds  much  to  beauty  of  language. 
Both  word-images  and  rhetorical  images  are  of  incalculable  value  in 
this  respect.  Although  a  thought  may  be  set  forth  with  wonderful 
beauty  and  finish  of  words,  still  if  the  thought  is  not  definite  we  are 
soon  surfeited  with  mere  sound  or  color.  Sincerity,  or  perfect  corre- 
spondence between  idea  and  form,  is  as  absolute  a  necessity  for  all 
fine  language  as  for  all  noble  life.  It  not  only  adds  to  beauty,  but  is 
oftentimes  most  forceful  as  well. 

Force  is  a  most  important  consideration  when  we  discuss  dignity 
of  language.  It  has  been  said  with  truth,  "how  forceful  are  right 
words!"  Words  spoken  with  sincerity,  with  absolute  regard  for  truth, 
carry  conviction,  for  they  have  back  of  them  the  strength  which  results 
from  the  work  of  an  earnest  mind  and  of  serious  study.  But  to  be 
comprehended  by  man  this  truth  must  be  stated  with  clearness  and 
simplicity.  Clearness  in  thought  and  expression  is  one  of  the  things 
which  go  to  make  forceful  language.  It  is  a  duty  laid  on  man  to  speak 
clearly;  for  every  man  should  have  a  special  message  to  the  world,  a 
message  of  words,  and  if  no  one  understands  his  message,  can  he  be 
said  to  have  done  his  duty? 

How  much  joy  may  one  bring  into  the  lives  of  those  around  him  if 
one  is  keen  to  see  and  love  pure  language!  Is  language  a  thing  to  be 
carelessly  used,  a  thing  of  no  value?  Has  not  language  been  won  at 
the  sacrifice  of  centuries  of  struggle,  toil  and  pain?  Let  man,  then, 
appreciate  the  value  of  the  gift  of  language,  and  treat  it  with  respect 
and  reverence.  This  appreciation  would  make  human  intercourse  noble 
and  loving,  and  every  word  would  have  in  it  something  divine.  But 
to  find  this  through  the  power  and  beauty  of  any  language,  we  must 


58  WERNER'S  READINGS  NO.  54 

breathe  the  air  the  poet  breathes.  For  language  which  exalts  and  con- 
soles the  world,  which  illuminates  it  with  beauty  and  grace  and  tender 
thought,  is  born  of  poetic  instinct.  It  is  poetry  in  its  truest  and  best 
sense;  poetry  as  lovely  in  thought,  emotion  and  imagination,  as  it  is 
lovely  in  form  and  rhythm. 

Language,  then,  is  the  manifestation  of  life  through  the  individual, 
the  expression  of  spiritual  life  in  terms  of  practical  life.  Man's  duty 
is  to  stimulate  the  minds  of  others  to  a  living  appropriation  and  devel- 
opment of  the  truth  which  he  reveals.  To  this  principle  we  must 
ascribe  the  extraordinary  influence  of  language  on  human  culture  from 
the  beginning.  Thus  we  see  language  in  true  relation  to  the  develop- 
ment of  humanity;  for  it  was  left  to  human  agency  to  develop  the 
forms  which  it  should  assume  under  the  varying  relations  of  human 
society.  Man's  work  is  not  to  abuse  language,  but  to  ennoble  and 
develop  it. 


SUCCESS  BY  OVERCOMING  OBSTACLES. 

(Class-Day  Oration.) 


Lewis  C.  Voss. 


FOUR  hundred  sons  and  daughters,  endowed  by  a  bountiful  Provi- 
dence and  trained  by  a  thoughtful  foster-mother,  have  gone  forth 
from  this  university  into  the  world  to  labor  for  their  own  and 
humanity's  well-being.    This  family  is  yearly  augmented  with  a  band 

eager  to  enter  the  arena  of  life.    The  Class  of is  now  on  the  eve 

of  departing  from  the  alma  mater.  Four  years  or  more  have  we,  as 
her  children,  toiled  as  the  busy  bee,  and  in  the  meantime  evolved  from 
some  of  the  stages  that  characterize  an  undeveloped  life,  arriving  finally 
at  this  happy  hour. 

The  spirit  of  this  hour  is  one  of  levity;  in  reality  it  should  be  one  of 
seriousness.  The  joy  of  these  glad  days  would  find  fuller  appreciation 
and  satisfaction  if  spiced  with  earnest  and  sober  thoughts  of  life.  Yet 
we  appreciate  the  mirth  in  the  spirit  in  which  it  is  given. 

These  truly  are  the  red-letter  days  to  which  we  when  lower  class- 
men looked  with  expectation  and  hope.  They  measure  a  stage  of 
growth  and  development,  and  the  years  of  drudgery  leading  to  this 
crowned  hour  can  no  more  be  despised  than  the  years  of  patient  perse- 
verance endured  by  him,  who,  attaining  an  admiralty,  rewards  his 
nation  with  victory  and  crowns  her  with  martial  glory.  Whatever 
heights  of  renown  the  alumni  may  attain,  this  institution  is  honored  as 
a  mother  by  the  noble  deeds  of  her  children.  Her  we  must  honor 
then,  and  love  and  cherish. 

We  appreciate  that  which  costs  us  exertion.  Who  will  say  that  a 
Benjamin  Franklin  found  no  pleasure  in  the  marvels  he  discovered? 
or  that  an  Abraham  Lincoln,  when  President  of  the  United  States, 
enjoyed  no  satisfaction  in  having  overcome  the  immense  obstacles  of 
his  youth?  or  that  a  James  A.  Garfield  was  net  proud  to  become  presi- 
dent of  the  college  through  which  he  worked  his  way?  The  pathway 
that  leads  to  the  heights  cannot  be  by  undoing  the  work  of  the  day 
before, — but  a  broadening,  a  building  up,  a  leading  out,  a  finishing  and 
a  guiding  process  in  xvhich   obstacles  and   sacrifices  act  as   spurs  to 


COMMENCEMENT  WEEK  59 

sharpen  the  wills  and  to  strengthen  the  nerves  to  greater  activities. 
Education,  thus  gained  under  adverse  circumstances,  is  of  the  highest 
practical  value,  is  more  to  be  appreciated  than  that  gained  with  less 
effort,  and  free  also  from  remorse, — that  nightmare  of  every  neglected 
opportunity. 

Of  two  trees,  one  planted  in  the  humid  soil  by  the  riverside,  thriv- 
ing amid  gentle  zephyrs  and  warm  sunshine;  the  other  tree,  springing 
up  from  apparently  unfruitful  ground,  exposed  to  extremes  of  winter 
"and  summer,  strained  and  hardened  by  sweep  of  equinoctial  storms, 
which  of  these  two  trees  will  successfully  defy  the  gales— the  moisture- 
drinking  willow  or  the  sturdy,  storm-beaten  oak?  Which  will  the  mas- 
ter use  in  building  that  stately  ship  which  is  to  breast  ocean  waves? 
This  figure  finds  its  simile  in  all  the  channels  of  life.  He  who  has  been 
most  faithful  to  himself  in  youth,  whose  path  was  not  all  roses,  who 
battled  and  labored  to  overcome  obstacles,  is  the  most  successful, 
showing  the  least  disastrous  effects  in  braving  opposition;  he  is  the 
one  who  may  be  trusted  with  the  responsibilities  of  a  nation.  Such 
conditions  tended  largely  to  develop  in  Abraham  Lincoln  the  qualities 
that  fitted  him  to  breast  the  issues  of  that  civil  carnage  during  the  most 
momentous  period  of  our  national  existence — the  preservation  of  the 
Union  and  the  liberation  of  four  million  slaves. 

The  hour  is  at  hand  when  we  must  break  with  the  hallowed  asso- 
ciations that  cluster  around  the  actualities  of  school-life.  We  end  our 
school-days  regretfully,  and  though  apparently  eager  for  them  to  end, 
we  shrink  from  stepping  forth  alone  into  the  fuller  and  freer  life  for 
which  we  have  been  preparing.  It  is  not  because  school  is  less  dear;  it 
is  not  because  we  are  less  impatient  to  begin  life;  it  is  only  because 
the  human  heart  cannot  say  "never  again"  without  a  pang.  Now  our 
roads  must  diverge,  we  must  part.  From  this  place  everyone  goes  to 
answer  his  special  calling.  The  scholar  travels  along  one  pathway,  the 
physician  along  another,  and  so  with  the  minister,  the  soldier,  the 
housewife.  As  a  pebble,  dropped  into  a  river,  sends  out  a  series  of 
circles  which  widen  and  widen  until  the  farthest  bank  is  reached,  so 
our  every  deed  will  lighten  or  burden,  bless  or  curse,  some  soul  to  all 
eternity.  He  who  has  lived,  not  for  his  own  selfish  ends  but  to  serve 
humanity  in  its  long  upward  struggle,  will  lay  up  treasures  on  high  and 
have  an  assurance  in  his  own  conscience  that  he  has  not  lived  in  vain. 


AGASSIZ,  A  GREAT  TEACHER. 

(Class  Oration.) 


Ralph  W.  Wager. 

IN  1827  there  came  to  the  University  of  Munich  a  Swiss  student, 
scarcely  twenty  years  of  age,  prepossessing  in  appearance,  of  Her- 
culean proportions,  graceful  and  possessed  of  peculiar  dignity.  The 
calm  assurance  with  which  he  did  things  soon  attracted  attention. 
When  he  saw  his  fellow-students  absorbed  in  pleasure,  he  said:  "I  will 
go  my  own  way — and  not  alone.  I  will  be  a  leader  of  others!"  Soon 
afterward,  in  a  letter  to  his  father,  he  said:  "I  wish  it  may  be  said  of 
Louis  Agassiz  that  he  was  the  first  naturalist  cf  his  time;  a  good  citi- 
zen, a  good  son,  beloved  of  those  who  knew  him."  Surely,  the  investi- 
gations this  great  man  made,  the  truths  he  discovered,  the  theories  he 


60  WERNER'S  READINGS  NO.  54 

advanced,  and  the  profound  respect  accorded  him  by  his  fellow-men, 
have  rightly  adjudged  him  the  first  naturalist  of  his  time.  But  he  was 
something  more.  After  his  death  he  was  found  to  have  described  him- 
self in  his  will  as  "Louis  Agassiz — teacher."  Great  as  a  scientist,  he 
was  doubly  great  as  a  teacher  of  science.  He  regarded  teaching  as  the 
noblest  of  all  professions.  It  was  a  passion  with  him.  He  loved  to 
learn  that  he  might  teach,  and  to  teach  that  he  might  learn.  He  be- 
came a  great  student  of  nature,  but  nature  made  him  a  great  teacher. 
His  stalwart  body  gave  an  impression  of  great  strength,  but  his  acts 
betrayed  strength  in  gentleness.  His  frank  good-nature  bespoke  a 
cheerful  temperament;  his  ready  sympathy,  a  great  heart.  One  loved 
him  instinctively.  Did  he  meet  a  stranger,  he  left  a  friend.  Murchison 
said  to  Longfellow:  "I  have  known  many  men  that  I  liked,  but  I  love 
Agassiz."  He  was  as  easy  of  access  by  the  poor  as  by  the  rich;  by 
the  ignorant  as  by  the  learned.  But  one  thing  must  the  seeker  have — 
a  desire  to  learn.  He  listened  to  the  secrets  of  the  stonecutter  by  the 
roadside,  the  farmer  in  the  field,  the  fisher  by  the  sea.  His  enormous 
storehouse  of  knowledge  was  open  alike  to  all.  Nor  was  his  labor  for 
personal  gain.  Although  in  his  youth  he  had  often  trod  on  the  heels 
of  poverty,  yet  the  allurements  of  wealth  never  enchanted  him.  When 
asked  by  a  lyceum  to  deliver  a  series  of  lectures,  he  declined,  saying: 
"I  have  no  time  to  waste  making  money."  His  aim  was  higher  and 
nobler! 

Agassiz  was  always  loyal  to  the  land  of  his  adoption.  He  came  to 
America  "in  the  spirit  of  adventure  and  curiosity;"  he  stayed  "because 
he  liked  the  land  where  nature  was  rich,  while  tools  and  workers  were 
few  and  traditions  none."  Until  the  time  of  the  Civil  War  he  remained 
a  subject  of  the  King  of  Prussia.  In  the  darkest  hour  of  that  terrible 
conflict,  he  became  a  citizen  of  the  United  States,  and  cast  his  lot  with 
the  Union  cause.  He  taught  his  countrymen  a  great  lesson.  Nature 
is  a  great  book.  He  taught  them  to  read  it.  He  turned  men's  minds 
to  the  thing  itself.  He  led  them  to  nature  and  taught  them  to  discover 
her  secrets  for  themselves.  He  made  them  independent  in  their  acqui- 
sition of  knowledge.  He  said:  "All  the  facts  proclaim  aloud  the  one 
God  whom  man  may  know,  adore  and  love,  and  natural  history  must 
in  good  time  become  the  analysis  of  the  thoughts  of  the  Creator  of 
the  universe."  Every  living  thing  represented  not  so  much  animated 
matter,  but  a  thought  of  the  Creator,  and  the  group  to  which  it  be- 
longed, this  thought  working  itself  out  through  the  centuries.  He  be- 
lieved in  evolution,  but  not  in  evolution  by  transmutation.  His  was 
evolution,  not  by  organic  forces  within,  but  according  to  a  great,  in- 
telligent plan  without.  Not  by  a  change  of  one  species  into  another, 
but  by  the  substitution  of  one  for  another  according  to  this  great  plan. 
His  devout  reverence  for  the  things  of  nature  made  itself  manifest  in 
his  work.  He  said:  "I  never  make  preparations  for  penetrating  into 
some  small  province  of  nature  hitherto  undiscovered,  without  breath- 
ing a  prayer  to  the  Being  who  hides  His  secrets  from  me."  For  him 
the  laboratory  was  a  sanctuary;  the  study  of  the  things  of  nature  was 
intercourse  with  the  Creator. 

The  dream  of  Agassiz's  later  years  was  to  found  a  summer  school 
for  teachers.  In  the  year  before  his  death  this  was  made  possible  by 
the  gift  of  a  wealthy  merchant.  The  school  was  opened  on  an  island 
in  an  old  barn.  It  was  a  strange  scene.  The  rafters  were  festooned 
with  cobwebs;  swallows  flew  in  and  out  at  the  open  windows;  without 


COMMENCEMENT  WEEK  61 

the  waves  beat  upon  the  shore.  The  students  had  assembled  from  all 
over  the  land.  Chosen  for  their  zeal,  they  had  come  to  learn  of  the 
great  teacher.  The  old  man  arose  before  them,  and  said:  "I  do  not  feel 
like  praying  before  you,  I  do  not  feel  like  asking  any  of  you  to  pray. 
Let  us  spend  a  few  moments  in  silent  prayer." 

"Then  the  master  in  his  place 
Bowed  his  head  a  little  space, 
And  the  leaves  by  soft  air  stirred, 
Lapse  of  wave  and  cry  of  bird, 
Left  the  solemn  hush  unbroken 
Of  that  wordless  prayer  unspoken. 
While  its  wish  on  earth  unsaid, 
Arose  to  heaven  interpreted." 

Agassiz's  was  a  reverent  life,  a  life  lived  for  a  great  purpose — the 
increase  and  diffusion  of  knowledge  among  men.  As  some  good 
mother,  by  the  fireside's  glow,  spreads  out  the  book  upon  her  lap,  and, 
calling  her  children  about  her  knee,  points  out  and  explains  the  pic- 
tures, so  he,  with  sympathetic  heart  and  radiant  smile,  gathered  about 
him  nature-loving  spirits,  and,  opening  wide  the  book  of  the  greater 
mother,  page  by  page,  pointed  out  its  living  illustrations,  explained 
their  meaning,  their  history,  their  relations,  their  beauty,  and  their  use. 
The  ambition  of  his  youth  was  realized.  He  was  the  first  naturalist  of 
his  time.  He  was  a  good  citizen.  He  was  a  good  son.  He  was  also 
something  greater.  His  sympathy,  his  patriotism,  his  reverence,  his 
unselfish  devotion  to  duty,  his  love  for  the  truth,  his  desire  that  all 
men  should  find  it,  and  the  inspiration  he  gave  to  others  in  their  search 
for  it,  made  him  a  great  teacher. 


STUDENT'S  UPS  AND  DOWNS. 

(Class   History.) 


Alma  J.  Case. 

EVERY  class  going  out  from  this  institution  should  realize  that 
before  them  is  an  era,  the  like  of  which  no  other  class  have  yet 
entered  upon,  that  during  this  era  they  will  be  called  upon  to 
bear  burdens  and  to  perform  duties  heavier  and  more  difficult  than  the 
burdens  and  difficulties  of  any  previous  class.  Unknown  pleasures  too, 
and  a  greater  prospective,  lie  before  them.  They  have  the  advantage 
of  the  trials  and  conquests  of  the  great  number  who  have  preceded 
them. 

Realizing  all  this,  our  Class  of  - —  have  the  determination  to  fulfil 
every  expectation,  to  win  every  battle  they  engage  in,  and  to  perform 
many  feats  worthy  of  record.  It  is  our  duty  to-night  to  deal  with  what 
they  have  done,  and  especially  during  the  years  spent  in  this  school. 
Your  historian  approaches  the  task  realizing  the  importance,  to  us  at 
least,  of  the  facts  she  is  called  upon  to  record.  Surely  no  class  has 
worked  harder  to  reach  the  height  of  attainment  nor  endeavored  more 

fully  to  perform  duties  required  than  this  Class  of . 

One  of  our  number,  Miss  ,  entered  school  in  the  first  grade. 

Seven  others,  Misses  ,  ,    and    ;  Messrs.    ,    ,    and 

,  were  members  of  the  grades  and  elementary  classes  at  various 

times.    As  a  First  Year  class  these  eight  were  joined  by others, 


62  WERNER'S  READINGS  NO.  54 

making  a  class  of  members.  With  them  Prof.  labored  un- 
ceasingly, having  them  all  in  (mention  studies),  while  some  did  elec- 
tive work  under  his  direction.     Miss  endeavored  not  in  vain  to 

make  each  one  understand  the  relation  of  x  to  y.     Miss  taught 

the  uses  of ,  while  Mrs. ■  called  repeatedly  for  "amo"  in  all  its 

changes.  That  drill  will  not  be  forgotten,  but  it  is  with  regret  that 
we  are  compelled  to  observe,  for  the  benefit  of  some  of  our  classmates, 
that  knowledge,  even  of  the  Latin  verb  and  its  meanings,  is  of  value 
only  when  applied. 

When  spring  came  many  left  us,  some  few  only  coming  to  take 

their  places.     On  the  evening  of  a  large  number  left  their  work 

for  the  first  time  and  wended  their  way  to  the  home  of  our  class  presi- 
dent. Great  was  the  din,  inasmuch  as  the  occasion  called  forth  our 
first  class-yell.  All  were  more  than  repaid  for  the  venture  out  into  the 
black  night.     Next  morning  found  all  in  their  places,  for  the  Class  of 

let  no  recreation  keep  them  from  duty.      Prof.    planned    a 

botany  excursion.  We  were  excused  from  chapel  providing  we  left 
before  half-past  eight.  We  succeeded  well  in  our  hunt  for  plants  and 
flowers;  but,  as  our  company  came  together  for  the  return,  one  was 
missing.  Search-parties  were  sent  out  in  various  directions  only  to 
return  without  the  lost.  One  load  finally  started  home  and,  to  the  joy 
of  all,  the  missing  one  was  found  wandering  here  and  there  completely 
entranced  in  her  pursuit  of  the  beautiful.     June  brought  its  rounds  of 

pleasures  and  the  joy  of  going  home.     When  on  September  we 

again  assembled  in  chapel,  out  of  our  number  only  had  returned 

to  be  enrolled  as  Second  Years.    Others  were  added  to  the  list,  making 

in  all.    There  was  during  this  year  no  time  for  play.    The  course 

of  study  had  been  changed.     In  order  to  graduate  the  following  year, 

many  were  obliged  to  take studies,  and  it  was  work,  work,  work. 

The  result  of  the  broadening  of  intellect  was  revealed  not  only  in  the 
"long  papers"  in  the class,  but  also  in  the  laboratory,  in  the  strug- 
gle to  distinguish  beans  from  bugs  and  rocks  from  fossils. 

During  the  spring  term  the  Second  Years  could  be  found  nearly 
every  afternoon  out  on  the  hills  in  search  of  fossils.  On  one  bright 
afternoon  a  company  of  six,  hoping  to  obtain  some  rare  specimens, 

started  for. .    Two  only  of  the  party  found  the  place  and  secured 

many  beautiful  specimens.  The  others  loitered  by  the  way  and  got 
lost,  returning  home  late  in  the  evening,  without  fossils,  after  having 

traveled  over  all  of  the  western  part  of .    The  most  thrilling  event, 

however,  was  the  geological  survey,  in  the  course  of  which  it  became 
necessary  for  the  members  of  the  class  to  be  lowered  over  the  bluff 
down  to  the  railroad  track  by  means  of  a  rope.  Even  the  bravest  of 
the  laddies  held  their  breath  and  felt  that  they  had  experienced  the 
trials  and  triumphs  of  the  daring  explorer  and  surveyor,  after  having 
made  the  descent. 

September again  brought  us  together  as  Seniors.    of  the 

old  Second  Years  were  enrolled,  and others  joined  us.     Of  these, 

had  been  in  school  before  as  members  cf  ether  classes.    Some  said, 

at  opening  of  the  year,  "The  Seniors  hold  their  heads  pretty  high." 
No  wonder,  when  they  spent  evening  after  evening  gazing  upwards  at 
the  beautiful  groups  of  stars!  The  chapel  exercises  and  the  practice- 
teaching  came  in  due  time  with  their  trials  and  victories. 

On  the we  took  a  day  at for  a  class  picture  and  to  visit 


COMMENCEMENT  WEEK  63 

the  schools.  There  were  indications  of  a  dreary  day,  but  it  takes  more 
than  a  rain  to  dampen  the  enthusiasm  of  Seniors.  The  photographer 
succeeded  finally  in  arranging  us  to  suit  his  taste;  but,  owing  to  the 
darkness  of  the  day,  we  were  compelled  to  keep  still  for  ten  long 
seconds.  But  it  was  worth  while,  for  we  glory  in  having  the  best- 
looking  group  of  all  the  Senior  classes.  It  did  not  cease  raining  till 
about  five  o'clock,  and  the  roads  were  muddy  enough.  Two  of  the 
ladies  thought  it  safer  to  fellow  the  corn-rows  to  avoid  the  mud,  arriv- 
ing home  only  at  a  late  hour  in  the  evening.  You  might  ask  them  at 
the  first  opportunity  how  many  acres  there  are  in  a  certain  cornfield 

between  here  and .    When  you  see  the  class-picture  note  that  there 

has  forever  passed  from  the  face  of  one  of  our  young  men  those  lines 
of  resolve  and  fierce  determination  left  there  from  the  practice  school 
where  he  found  "the  worst  children  he  ever  saw."  Even  his  face 
wears  the  smile  of  a  victorious  Senior. 

On  Miss  ■ invited  the  entire  class  to  spend  the  evening 

with  her,  providing  that  each  one  should  take  his  wits  with  him.  It 
is  well  that  she  gave  us  that  precaution  or  some  would  have  gone  home 
without  any  supper.  Such  as  could  not  sing  for  their  supper,  were 
called  upon  for  a  recitation.  The  original  poetry  written  later  in  the 
evening  would  no  doubt  have  been  the  envy  of  not  a  few  aspiring  poets. 

One  of  our  young  men  of  illustrious  name  has  been  usually  very 
careful  to  provide  himself  with  means  of  protection  against  enemies  in 
these  war  times,  by  going  nowhere  without  the  "Canon"  of  the  class. 
Through  no  fault  of  his,  he  was  this  evening  on  the  homeward  way 
compelled  to  take  his  chances  against  the  "enemy"  alone  and  unarmed. 

Every  individual  seeks  to  leave  his  mark  in  the  world,  even  if  it 
be  nothing  but  his  name  scrawled  in  pencil  on  some  blank  wall.  Some 
hope  for  nothing  better  than  to  leave  after  them  "foot-prints  on  the 
sands  of  time" — marks  soon  to  be  erased  by  the  waves  of  years.  But 
the  Senior  classes  of  the  future,  as  they  gaze  on  the  patch  in  the  ceil- 
ing of  the  Senior  room  and  associate  with  the  fall  of  the  plaster  the 

fall  of  a  certain  Senior  from  his  chair,  will  doubtless  see  that  Mr.  

has  made  a  mark  that  neither  time  nor  man  may  obliterate. 

The  strength  and  good-sense  of  the  Class  of have  been  strik- 
ingly shown  in  ability  to  solve  the  vexatious  question  of  what  to  wear, 
even  if  the  solution  did  threaten  the  peace  of  the  class  of  which  we 
are  so  proud.  In  its  recognition  of  an  inalienable  right  to  wear  what 
one  pleases,  there  is  promise  of  many  a  future  campaign  waged  against 
the  tyranny  of  fashion,  by  the  members  of  this  class.       There  is  a 

marked  individuality  among  our  members.     Miss  and  Miss  , 

with  their  sunny  tempers,  have  been  an  inspiration  and  a  help  to  all. 
Miss  can  well  be  named  our  peacemaker,  and  Miss  the  de- 
stroyer of  gloom.     Miss  stands  for  neatness  and  accuracy.     Her 

motto,  "A  place  for  everything  and  everything  in  its  place,"  is  a  marked 
characteristic  of  her  work.  While  at  home  a  few  years  ago,  she  even 
compelled  her  poultry  to  take  assigned  places  in  the  chicken-house. 

Miss  and  Miss  surpass  all  in  understanding,  for  Miss  

wears  "four  shoes,"  while  Miss wears  "most  all  sizes."    Miss , 

our  original  thinker,  declares  she  never  thinks  unless  she  thinks  some-' 
thing.  Miss and  Miss are  the  mothers  of  the  class,  their  re- 
spective ages  being  forty-five  and  fifty  years.     Mr.  and  Miss  

do  not  know  their  ages,  while  Miss has  forgotten  whether  she  is 


64  WERNER'S  READINGS  NO.  54 

nineteen  or  fifty-one.  After  a  long  search  the  average  age  of  the  class 
was  found  to  be  twenty-two  and  three-fourths  years;  average  height, 
five  feet  one  inch;  average  weight,  one  hundred  thirty-five  pounds. 

This  class,  consisting    of  members,    can   boast    of    fourteen 

native-born .     Of  the  remainder,  Misses ,  ,  ,  and  , 

are  natives  of .    Misses , , , ,  and  Mr. ,  of . 

Misses and ,  of .    Misses and ,  of .    Miss 

of ,  Mr.  ■  of ,  Mr.  of ,  and  your  historian  of . 

At  present,  however,  twenty-six  of  the  thirty-one  are  residents  of . 

Our  motto,  "Carpe  Diem,"  is  but  an  indication  of  the  spirit  of  the  class 
to  seize  every  opportunity,  and  thus  upward  and  onward  climb. 

And  now,  Class  of ,  I  bid  you  farewell.  May  your  future  rec- 
ords be  as  worthy  as  those  of  the  past,  and  your  achievements  be  as 
your  hopes. 


SUNSHINE  AND  MOONSHINE. 

(Class  History.) 


Emma  A.  Reith. 


EVER  since  Herodotus,  Thucydides  and  Xenophon,  various  his- 
tories have  been  written,  but  no  material,  you  will  agree,  affords 
beter  subjects  for  history  than  this  Class  of . 

Nature  frowned  on  us  with  dreary  sky  and  rainy  morning  when 
we,  with  inevitable  mark  of  Freshmen,  assembled  within  these  walls. 
After  looking  ourselves  and  everybody  else  over,  we  filed  into  the  kin- 
dergarten room  to  see  about  boarding-places.  How  well  do  we  re- 
member the  strange  feeling,  next  morning,  as  we  slunk  into  chapel, 
waiting  to  be  registered.  We  drew  our  text-books  and  felt  prepared 
for  work.  Then  we  rushed  to  the  College  Chapel  for  music.  With  this 
rush  our  college  course  began;  and,  as  we  trace  its  rugged  path  through 
sunshine  and  shadow,  we  finally  emerge  into  the  golden  light  of  this 
Commencement  Week.  Our  career  will  probably  end  here  with  a  rush, 
after  Commencement. 

To  continue  discussion  along  the  line  of  rushes,  since  rushes  are 
an  important  element  in  modern  liberal  education,  I  speak  of  social 
functions.  Most  of  us  shone  at  spreads,  receptions,  luncheons;  in  fact, 
we  became  so  thoroughly  imbued  with  the  spirit  of  the  times  that  we 
have  had  several  cases  of  chocolate  dyspepsia,  of  bouillon  on  the  brain, 
and  daggers  at  the  heart.  At  one  of  our  society  functions  two  mem- 
bers of  our  class,  Miss and  Mr. ,  had  the  extraordinary  experi- 
ence of  being  treated  to  one  dish  of  ice-cream  with  twot  spoons. 

Our  work  may  have  seemed  hard  at  times,  almost  impossible  to 
accomplish,  nevertheless  there  has  always  been  time  for  pleasure. 
There  were  botanical  trips,  educational  in  a  way,  but  some  of  the  party 
seemed  to  be  more  interested  in  things  other  than  specimens  ostensibly 
sought  for.  Our  astronomical  studies  were  under  Prof. .  Knowl- 
edge of  the  heavens  was  not  obtained  at  utter  neglect  of  delights  of 
the  earth.  This  portion  of  our  history  deals  with  such  a  time,  when 
from  above  the  silent  moon  looks  down  as  if  a  thousand  secrets  might 
be  revealed.  The  park  never  looked  more  beautiful.  The  night  was 
calm  and  warm,  the  moon  full  and  high.    The  moon  shone  brightly, 


COMMENCEMENT  WEEK  65 

asting  round,  black  shadows  beneath  bush  and  shrub.  All  at  once  our 
ittention  was  called  to  two  rapidly-moving  objects,  apparently  follow- 
ng  each  other  round  and  round,  through  the  thick  bushes  adorning  the 
)ark.  All  at  once  sounded,  with  nightly  distinctness,  snapping  of  un- 
lerbrush  and  a  startled  cry  of  "O,  my  glasses!"  Silence  a  moment, 
:hen  a  deep  bass  voice:  "I  haven't  a  match;  wait,  I  will  get  some."  Out 
jf  the  dark,  from  which  came  the  voice,  eliding  out  into  the  open, 
md  into  the  shimmering  moonlight,  appeared  a  man  racing  double- 
niick  toward  a  park-exit.  Soon  returning,  man  and  maid  gathered  half- 
Iry  twigs  to  light  the  dark  recesses  the  moonlight  could  not  reach. 
But  the  branches  would  not  burn.  Sighs  of  anguish  and  despair  rose 
rom  matchless  man  and  glassless  girl,  and  they  groped  on  hands  and 
snees,  for  the  lost  spectacles,  long  and  diligently  without  success. 
Suspense  was  terrible.  The  search  was  all  but  abandoned,  when  a  joy- 
jus  cry  told  that  the  lost  was  found  and  that  happiness  once  _  more 
reigned  on  earth.  Judge  of  our  surprise  and  our  uncontroled  hilarity, 
when  in  the  maid,  as  she  with  the  man  stepped  into  the  light  of  the 

glorious  orb  of  night,  we  beheld  the  radiant  face  of  Miss  M ,  who 

graces avenue  with  her  presence,  and  who  now  is  diligently  writ- 
ing a  treatise  on  "Dangers  and  Difficulties  of  Playing  Tag  in  the  Park." 

Our  Senior  year  showed  few  changes  in  make-up,  the  changes 
being  in  numbers.  The  year  opened  with  great  excitement;  with  it 
dut  teaching  began.  One  year  of  Normal  College  life  has  done  us 
jood;  many  rough  edges  have  been  smoothed;  and,  although  we  mani- 
fested many  peculiarities  that  accompany  our  professions,  we  have  im- 
proved. Criticisms  in  all  departments  are  an  important  part  of  our 
listory,  days  to  be  remembered,  especially  in  the  Grammar  Depart- 
ment. Along  with  criticisms  public  lessons  seem  most  natural  to  fol- 
low, because  "mental  states  that  have  been  in  mind  together  before 
tend  to  return  together  upon  the  reinstating  of  one  of  their  number." 
Visitors  at  these  lessons  usually  caused  much  excitement,  especially 
when  the  teachers'  brothers  were  the  only  ones  to  appear.  Exhibitions 
of  work  in  the  Grammar  and  Primary  Departments  were  profitable  to 
those  who  taught,  and  also  to  those  who  will  teach;  they  not  only  give 
ideas,  but  afford  incentives  to  work. 

During  our  history  the  field  of  zoology  has  been  broadened  by 

Dr.  's  discovery  that  the  prothallium  and  the  protonema  bear  the 

same  relation  to  each  other  as  the  horse  does  to  the  calf.  We  hope 
the  doctor  will  clarify  his  views  on  domestic  animals  and  see  the  value 
of  a  nature-study  course.  Not  along  scientific  lines  only  have  discov- 
eries been  made,  but  also  along  lines  of  amusements,  for  we  learn  that 

Prof.  has  introduced  a  feature  into  the  game  of  "pit,"  that  of  a 

corner  on  pedagogy,  which  one  of  our  collegiates,  Miss ,  has  suc- 
cessfully learned  to  fill.  We  feel  quite  positive  that  this  feature  might 
be  introduced  into  the  social  world  by  Miss  ,  who  always  admir- 
ably fills  her  duties  on  social  committees,  but  who  never  was  known  to 

appear  at  an  Echo  meeting.     Miss  ,  companion  of  the  aforesaid, 

surprised  her  society  sisters  by  refusing  to  give  her  toast  at  the  Eta 
Phi  breakfast.  Was  it  owing  to  bashfulness,  or  was  it  a  "roast,"  instead 
of  a  toast,  in  a  silent  manner? 

Undoubtedly  one  of  our  number,  Miss  ,  will  take  up  French, 

because  secrets  concealed  in  letters  are  much  more  enjoyed,  if  a 
stranger  is  not  needed  to  translate  them. 


: 


66  WERNER'S  READINGS  NO.  54    ' 

Our  class  president,  and  dignified  Mr.  ,.  are  uneasy  lest  I  saj 

something  about  them.  It  is  hoped  they  will  keep  their  engagements 
through  life  better  than  they  kept  a  dinner  engagement  a  few  week: 
ago.  Can  you  imagine  the  consternation  of  two  young  ladies  when 
reaching  the  appointed  place,  they  saw  the  two  gallants  rushing  fronj 
the  hall?  More  than  two  photographs  will  be  needed  to  set  this  mat 
ter  right.  To  balance  the  unfaithfulness  among  the  men  of  our  class 
we  have  one,  and  only  one,  instance  of  that  deep,  true-hearted  affectior 
that  will  last  until  the  end  of  time.  When  a  young  man  can  withstand 
for  two  years  the  persistent  smiles,  wiles  and  giles  of  over  two  hun- 
dred young  ladies  and  think  of  one  young  maiden  only  in  the  northerr 
climes,  he  deserves  to  be  classed  with  the  martyrs.  But,  as  the  adage 
-*ays  "There  is  no  great  loss  without  some  small  gain,"  and  minglec 
With  our  mournful  song  is  the  joyous  echo  from  the  northern  maiden'sj 
happy  song,  "The  Campbells  are  coming,  O,  ho,  O,  ho!" 

We  were  glad  to  welcome  Miss and  Miss .    Although  we! 

fear  that  after  their  absence  Sunday  evening  they  will  fail  to  appear  m 
Commencement,  let  us  hope  that  "Union"  affairs  are  almost  over  anc 
that  there  won't  be  any  more  "Pierce'd"  hearts. 

Cousins  have  played  no  small  part  in  the  history  of  one  of  oui 
number,  who  has  discovered  several  cousins  more  than  she  ever  knevt 
of  before  she  came  to  the  Normal  College. 

As  for  our  youngest,  as  Shakespeare  says:  "Why  should  a  mat 
whose  blood  runs  warm  within  his  veins  sit  like  his  grandsire  cut  ir 

alabaster?"     Yet  that  is  the  way  Miss  is  sitting,  trying  to  lool 

unconcerned.  I  don't  know  why  she  should  be  ashamed  of  her  youth 
but  every  day  she  wishes  herself  a  happy  new  year,  and  makes  believe 
she  is  growing  older. 

After  thinking  over  various  events  we  recall  a  very  sad  incident 

that  occurred  in  Dr. 's  room,  when  Miss 's  scientific  knowledge 

overbalanced  her,  her  equilibrium  not  being  restored  until  she  foun^ 
herself  looking  out  from  under  the  table  at  our  professor,  who  was  the 
first  to  realize  that  a  body  in  unstable  equilibrium  tends  to  seek  a  state 
of  stable  equilibrium.     Still,  the  blonde  in  Psi  Gamma  wonders  hov 

felt  when  she  first  changed  from  Eastern  pharmacy  to  Westerr 

law.  i 

We  must  mention  another  member  who  figures  largely  in  all  thi 
departments  of  the  college,  whose  feet  are  frequently  heard  pattering 

down  the  halls,  when,  together  with  Miss ,  he  helps  distribute  the, 

mail.     Long  live  Colonel  .     May  his  presence  here  ever  prove  o: 

great  value  to  the  college,  and  may  his  be  a  lasting  memory  in  th^ 
minds  of  those  who  leave  our  alma  mater.  _  L 

In  our  history  there  stands  out  as  an  important  event  Memorial 
Day  exercises.  The  patriotic  interest  shown  in  song,  speeches  and  ap> 
plause,  left  an  impression  on  our  memory  which  time  will  not  wea 
away. 

Another  valuable  feature  of  our  college  life  has  been  the  seminars 
given  by  members  of  the  faculty.  We  appreciate  their  kindness;  wi 
feel  that  the  instruction  and  pleasure  derived  from  their  talks  will  be! 
of  service  to  us. 

One  of  the  most  important  efforts  of  the  Class  of is  the  organ? 

ization  of  the  Y.  W.  C.  A.  Knowledge  alone  is  not  all  that  is  to  btj 
desired;  spiritual  good  is  most  beneficial  and  helpful  to  college  life. 


' 


COMMENCEMENT  WEEK  67 

A  hitherto  long-felt  need  is  now  supported  in  the  form  of  a  gym- 
sium.  We  congratulate  both  faculty  and  students  on  this  new  de- 
rtment. 

We  have  had  the  good  fortune  to  be  treated  to  organ  recitals  by 

of. ,  whose  recitals  have  been  thoroughly  enjoyed.     One  of  our 

mber  is  especially  fond  of  music;  latest  report  is  that  he  has  joined 
>ckstader's  Minstrels. 

One  of  our  Seniors  has  great  fondness  for  flowers,  especially  vio- 

They  must   be    Miss   's    compensation    for    giving    German 

sons. 

You  all  know  that  I  have  related  facts  to  which  I  was  not  an  eye- 
tness,  but  most  histories  are  written  through  hearsay.  In  this  way 
lave  learned  that  our  vice-president  is  noted  for  fondness  for  cake 
d  argument,  but  that  she  never  sacrifices  cake  for  argument.  I  might 
atinue  this  narrative,  but  if  I  did  I  should  withdraw  still  further  from 

truth,  so  I  leave  some  facts  to  be  revealed  by  our  class  prophet. 
ir  sojourn  at  the  State  Normal  College  is  ended.  The  associations 
•med  we  must  sever;  faces  we  have  seen  day  by  day  we  shall  see  no 
>re.  When,  in  after  years,  we  return  to  the  college  on  an  occasional 
it  and  see  strangers  only  where  once  all  were  friends  and  acquaint- 
;es,  what  wonder  if  we  feel 

"     *     *     *     like   one    who  treads   alone   some   banquet-hall   deserted, 
Whose  lights  are  fled,  whose  garlands  dead, 
And  all  but  he  departed." 


CLASS  CHRONICLES. 


Edith  Putnam  Painton. 


I  OW  the  history  of  the  Class  of  of  the  High  School  of  the 

V    city  of  is  in  this  wise:     In  the  beginning,  in  the  and 

I  nineteen-hundredth  year  of  our  Lord,  in  the  month  and  on  the 
—  day  of  the  month,  there  entered  this  land  of  learning  one-and- 
enty  seekers  of  knowledge.  Some  came  up  from  the  Eighth  Grade, 
ere  they  had  been  engaged  in  filling  their  minds  with  the  honey  of 
idom;  some  were  green  and  fresh  from  a  far  country;  some  came 
m  farms  where  thy  had  been  tillers  of  the  soil;  and  some  were  from 
ler  halls  of  instruction. 

These  seekers  of  knowledge  were  led  into  this  country  by  a  certain 

man  of  much  skill  who  was  called ,  who  had  been  their  leader  in 

:  adjoining  country,  and  who  now  took  up  her  abode  in  their  midst 
t  her  labor  among  them  should  not  cease.  And  it  came  to  pass  as 
I  entered  this  land  that  they  were  received  with  welcomings  and 
oicings  by  those  who,  it  was  decreed,  should  henceforth  lead  them 
the  paths  of  knowledge. 

Likewise  it  came  also  to  pass  that  they  were  received  with  mali- 
us  glee  by  a  certain  band  of  wild  beings,  called  Sophomores,  and 
o,  because  of  their  fierce  taste  for  Freshman  blood,  did  pounce  upon 
m  daily  and  nightly  and  did  cause  them  to  suffer  great  things,  and 
say  in  their  hearts,  "Behold,  blessed  be  the  name  of  Education,  for 
ause  "of  it  have  we  endured  great  torments,  both  of  the  body  and  of 
|  mind.    Verily,  have  we  been  martyrs  to  its  great  and  noble  cause," 


68  WERNER'S  READINGS  NO.  54 

But,  as  they  dwelt  long  in  the  land,  they  fell  in  with  the  customs1 
the  inhabitants  thereof  and  their  strangeness  wore  away,  and  they  6 
became  as  one  amongst  the  rest. 

Nov/,  it  came  to  pass,  soon  after  they  entered  this  land,  that  B 
were  one  and  all  seized  with  a  strange  infirmity  which  did  cause  tr 
to  act  with  much  fierceness  and  strangeness  of  manner,  and  to  grat 
and  wrestle  with  their  fellows  in  much  rage  and  seeming  ferocity.  \rt 
men  were  called  who  did  examine  them  with  much  care  and  pains  ; 
did  finally  pronounce  the  infirmity,  in  the  male,  "Football,"  and,  in 
female,  "Basket-ball;"  and  did  assure  the  frightened  leaders  that 
malady,  while  it  needs  must  be  contagious  and  likewise  sometimes  fa 
yet  was  a  necessary  evil,  and  one  that  even  the  wise  men  knew  not 
way  to  cure.     So,  with  many  anxious  fears  and  dire  forebodings, 
the  instructors  allow  the  disease  to  run  its  natural  course,  and,  lo !  n[ 
were  killed  and  few  were  seriously  injured;  whereat  there  was  great; 
joicing  throughout  the  land. 

And  it  came  to  pass,  after  some  months,  that  their  eyes  were  tun 
toward  graduation;  but  many,  with  one  consent,  began  to  make  exc^ 
The  first  said,  "I  am  poor  in  health,  therefore,  I  cannot  gradual 
Another  said,  "I  must  needs  toil  at  home,  therefore,  I  cannot  grj 
uate."  Another  said,  "I  am  dull,  and  cannot  learn.  I  pray  thee  hi 
me  excused."  And  still  another  said,  "I  am  going  to  be  married,  i 
therefore  I  cannot  graduate."  So  thus  did  this  band  decrease  in  m, 
bers  until  the  whole  number  at  the  end  of  the  first  year  was  eight 

Now,  it  so  happened  that  this  land,  to  which  they  had  come,  \ 

ruled  over  by  one  known  as  ,  a  professor  of  much  wisdom;  a 

at  the  beginnig  of  the  second  year,  he  spake  unto  them,  saying, 
gather  ye  in  a  body,  and  organize  yourselves  into  a  class  that  ye  n| 
gain  in  strength  and  that  your  courage  may  wax  hot."  And,  as, 
spake  unto  them,  so  was  it  done;  and  they  became  the  class, 
"naught ." 

And  it  came  to  pass,  in  the  same  year,  that  the  class  did  sit  fo 
picture;  and  that,  when  it  was  done,  disgust  was  upon  the  face  of  , 
whole  class,  and  they  were  much  angry.  And,  as  the  class  did  jouri 
through  the  land,  behold!  there  were  two  maidens  fair  to  look  upi 
who  had  strayed  far  from  their  companies  and  were  much  sorrow] 
And,  as  the  members  of  the  class  did  look  upon  them  in  their  lory 
ness,  their  hearts  warmed  to  them  and  did  open  unto  them  that  tl] 
should  be  gathered  in.  And  the  whole  number  at  the  end  of  the  sect 
year  was  ten.    And  it  came  to  pass,  after  two  years,  that  the  leadj 

, ,  and  — — , ,  did  go  from  this  country  to  far  distances,  \ 

there  was  much  grief  and  sorrow  in  the  land. 

Now,  there  dwelt  in  an  adjoining  territory ,  a  marJ 

much  learning  and  good  repute,  who,  hearing  of  the  departure  of  -j 

,  removed  from  his  field  of  labor  and  dwelt  in  this  land  of  learn] 

that  the  good  work  might  continue. 

And  at  the  same  time,  from  the  far  south,  there  came  to  the  h] 
a  certain  woman  of  great  stature,  and  accordingly  great  knowled] 

who  was  called ,  and,  behold!  she  did  take  the  place  | 

vacant  by . 

Now,  it  came  to  pass,  that  the  Class  of and  nineteen-hundl 

found  favor  in  the  eyes  of  these  two  strangers,  and  success  looked  1 
before  them  and  they  were  much  glad. 


COMMENCEMENT  WEEK  69 

\[  Now,  the  class  in  this  third  year  made  many  a  feast,  and  the  public 
"is  bidden,  that  money  might  be  brought  into  the  treasury  and  the 
jffers  be  filled.    The  first  of  these  feasts  was  held  in  the and  nine- 

»n-hundredth  year  of  our  Lord,  in  the  second  month,  and  on  the 
jjrteenth  day  of  the  month,  at  a  house  where  did  live  a  man  who  did 
iDclaim  God's  truths  unto  the  people.     And,  lo!  great  crowds  did 

me  to  this  feast,  and  much  money  was  taken  into  the  treasury.  And 
';y  called  its  name  a  "Valentine  Social,"  because  it  was  held  on  the 
,y  of  St.  Valentine.  And  the  second  feast  was  held  in  the  same  year, 
,  the  fourth  month  and  on  the  six-and-twentieth  day  of  the  month,  at 

e  place  where  evil  men  were  kept  in  custody,  and  they  called  its  name 

'Soup  Social,"  because  that  soup  of  much  richness  was  provided  for 

B  people  to  refresh  themselves.    But  the  numbers  were  small,  and  the 

turns  few,  and  the  Class  of and  nineteen-hundred  v/as  much  dis- 

uraged.  But  the  third  and  last  feast  was  held  in  the  fifth  month  and 
,  the  seventh  day  of  the  month  at  the  house  where  dwelt  the  ruler  of 
b  city,  and  it  was  called  an  "Ice-Cream  Social."  And  the  people  did 
In  out  in  large  numbers  to  this  social,  and  did  make  of  it  a  great 
pcess,  and  the  courage  of  the  class  was  again  made  strong. 
And  it  did  also  come  to  pass,  about  this  time,  the  class  did  one  and 

aspire  to  histrionic  honors,  and  did  give  a  play  where  each  should 
stend  to  be  some  one  other  than  himself  and  should  act  what  he  was 
t.  Now,  it  so  happened  that  one  of  William  Shakespeare's  grandest 
amas  they  did  choose  to  be  a  living  sacrifice  on  the  class  altar,  and 
ulius  Caesar"  was  once  more  to  be  "butchered  to  make  a  Junior  holi- 
y."  And,  lo !  the  deed  was  done,  and  all  the  people  did  say  in  their 
arts,  "Heaven  preserve  us!"  and  with  their  lips,  "How  perfectly 
Tely!"  and  the  heads  of  the  class  did  become  swelled  to  their  fullest 
jasure  with  the  praise  they  did  receive  for  the  murderous  deed  they 
d  done. 
Now,  it  had  come  to  pass,  long  years  before,  that  a  certain  warrior 

much  skill,  Napoleon  Bonaparte,  had  turned  to  conquer  the  people 

the  land  of  Italy.  And  those  with  him  did  murmur  and  say  unto 
31,  "You  cannot  cross  the  Alps."  But  he  made  utterance  to  the 
)rds,  "There  shall  be  no  Alps,"  and  was  not  disheartened,  but  went 

to  victory.    Now,  it  so  happened  that  the  Class  of and  nineteen- 

ndred,  finding  within  themselves  those  qualities  that  did  make  Na- 
leon  great,  did  also  make  utterance  to  the  words,  "There  shall  be 

Alps,"  and  did  adopt  them  as  their  motto,  and  they  and  those  around 
em  did  rejoice. 
Now,  when  the  six-and-twentieth  day  of  the  sixth  month  of  the 

ar and  nineteen-hundred  was  come,  this  class  did  make  a  feast, 

d  did  send  messages  over  all  the  land,  east,  west,  north  and  south, 
i  all  the  inhabitants  thereof,  saying,  "Come  ye,  and  make  merry  with 
',  for  the  Class  of  — — -  and  nineteen-hundred  is  to  depart  to  a  far 
untry,  and  all  things  are  now  ready  for  a  feast."  And,  as  they  were 
3den,  so  came  they  to  the  place  set  apart  in  large  numbers,  and  did 

t  of  the  best  of  the  land  and  did  rejoice  with  the  Class  of  and 

leteen-hundred  at  the  good-fortune  that  had  come  to  them.  And 
in  of  high  standing  in  the  land  did  speak  unto  the  people  words  of 
sdom  and  of  cheer,  and  of  encouragement,  and  did  say  farewell  to 

e  Class  of ■  and  nineteen-hundred.    And,  when  the  guests  did  at 

st  depart  from  the  festivities,  they  were  exceeding  glad  that  things 


70  WERNER'S  READINGS  NO.  54 

were  as  they  were,  and  did  give  thanks  to  the  Class  of and  ni 

teen-hundred  for  the  pleasure  they  had  provided  them.  And,  belie1 
as  the  class  went  on  through  the  country,  they  did  overtake  three  m 
damsels  wandering  alone,  and  who  cried  unto  them  with  a  loud  vc 
saying,  "Take  us  into  your  class,  for  our  companies  have  gone  on  w 
out  us,  and  we  cannot  reach  them."  And,  as  they  spoke  unto  them 
did  the  class  listen  unto  them,  and  it  was  done  as  they  desired, 
the  whole  number  at  the  end  of  the  third  year  was  thirteen. 

Now,  the  fourth  year  in  the  history  of  the  Class  of and  ni 

teen-hundred  has  been  one  of  much  hard  labor;  for  preparations  h 
been  made  for  them  to  take  their  departure  from  the  country. 

Now,  it  came  to  pass,  that  the  class  began  to  wish  for  bad 
befitting  their  station;  and  many  messages  were  sent  to  the  neighbor 
city  to  the  merchants  thereof  for  samples  of  their  fine  jewelry,  anc 
last  the  class  was  satisfied  with  their  choice,  and  pins  were  purcha 
and  the  class  rested  well  content. 

And  it  came  to  pass  that  a  great  shout  did  go  up  from  the  thrc 

of  the  Class  of and  nineteen-hundred,  and  the  words  thereof 

find  favor  with  the  members  of  the  class,  and  were  adopted  as  the  cl: 
yell.  And,  behold!  they  did  proclaim  this  yell  throughout  all  the  str< 
and  lanes  of  the  city  till  it  did  re-echo  from  the  highway  and  hedj 
and  from  all  the  corners  of  the  city  roundabout.  And,  lo!  the  pe(j 
did  stop  their  ears,  and  did  flee  in  terror  from  the  Class  of  — 
nineteen-hundred ! 

And  it  also  happened  that  a  certain  fair  member  of  the  class,  ¥ 
ing  been  given  the  one  talent  of  making  words  rhyme  one  with 
other,  did  write  for  the  class  the  words  of  a  song,  which  the  class 
sing  with  much  lustiness  and  vigor,  till  the  air  did  ring  with  the  m 
of  their  rejoicing.  And  also  did  the  class,  feeling  themselves  n 
brave,  choose  to  be  one  of  their  colors  the  crimson  hue  of  courage 
blood;  and  for  the  other  color,  the  blue  of  the  sky,  which  did  in  tl 
symbolize  truth,  blending  the  crimson  with  the  blue  to  proclaim  to 
world  that  they  did  ever  mean  to  be  brave  and  true  men  and  won 
Then  did  the  members  of  the  class  begin  to  write  upon  sheets 
sheets  of  foolscap,  all  the  great  and  wonderful  thoughts  they 
learned  that  the  people,  who  came  to  them  for  words  of  deep  and  t 
found  scholarship  upon  Commencement  night,  should  not  be  sent  a 
disappointed.  Also  did  they  begin  to  sew,  and  sew,  and  sew,  that 
eyes  of  the  people  should  be  gladdened  by  the  glitter  of  their  fine 
ment,  while  their  ears  were  enlightened  by  the  wisdom  of  their  wcj 

Now,  it  so  happened  that  one  of  their  instructors,  being  hirri 
wise  in  the  ways  of  the  world  and  of  women,  spoke  very  gravely  t 
them,  saying,  "Let  your  essays  be  of  silk  even  though  your  dresses 
but  of  cheesecloth."  But  they  answered,  and  said  unto  him,  "I 
both  shall  be  of  silk;"  and,  as  they  prophesied,  so  has  it  been  done,  e 
as  they  said. 

Now,  there  was  in  this  class  a  certain  maiden  of  much  comelirj 

,  daughter  of of  the  house  of ,  a  man  of  war 

of  much  valor.    But,  behold!  she  did  grow  weary  of  so  speedy  a  j 
ney  through  the  country,  and  did  stop  by  the  way  and  resolve  noj 

take  her  departure  with  the  Class  of and  nineteen-hundred,  btj 

linger  yet  longer  in  the  land  of  learning  and  finish  her  journey  with) 
class  who  might  depart  the  following  year.    So,  with  many  tears  j 


COMMENCEMENT  WEEK  71 

jitiuch  bewailing,  did  the  Class  of  and  nineteen-hundred  bid  her 

jarewell,  and  sorrowfully  pass  on  without  her. 

So  the  whole  number,  at  the  end  of  the  fourth  year,  is  twelve,  which 
jre  these: 

1. ,  of  the  house  of  . 

2. ,  of  the  house  of ,  whose  father  was  a  man  of  law. 

3. ,  daughter  of ,  of  the  house  of ,  a  man  of 

good  repute  and  high  standing. 

4.    » ,  and 

5. ,  whose  surnames  are . 

6. ,  daughter  of ,  of  the  house  of ,  whose  father 

was  a  keeper  of  evil  men. 

7. ,  son  of ,  of  the  second  house  of . 

8. ,  of  the  house  of ,  whom  the  Class  of and  nine- 
teen-hundred did  choose  to  be  their  president. 

9. ,  and 

10. ,  daughter  of ,  son  of ,  of  the  house  of . 

11.  — ,  whose  surname  is ,  and 

12.    ■ ,  of  the  house  of ,  who  now  speaketh  these  words 

of  wisdom  unto  you. 

So,  it  has  come  to  pass,  that  of  the  one-and-twenty,  who  did  enter 
his  land,  in  the  year and  nineteen-hundred,  only  twelve  will  de- 
part, for  verily,  verily,  I  say  unto  you,  that  broad  is  the  gate  and  wide 
s  the  way  that  leadeth  to  the  High  School,  and  many  there  be  that  go 
n  thereat;  but  strait  is  the  gate  and  narrow  is  the  way  that  leadeth  to 
jraduation,  and  few  there  be  that  find  it. 

Four  years  hath  the  Class  of and  nineteen-hundred  sojourned 

n  the  land  and  gathered  the  fruits  from  the  tree  of  knowledge.  Now, 
say  unto  you,  they  depart  thence  to  go  each  a  separate  way  to  lands 
hey  know  not  where,  to  do  they  know  not  what.  But  it  is  written, 
How  much  better  is  it  to  get  wisdom  than  gold!  and  to  get  under- 
tanding  rather  to  be  chosen  than  silver!"  "He  that  keepeth  under- 
standing shall  find  good." 

So,  "let  us  not  be  weary  in  well-doing,  for  in  due  season  we  shall 
reap  if  we  faint  not." 

And,  now,  may  the  blessings  that  ever  attend  the  noble  and  good, 
est  and  abide  with  us,  each  and  all,  now  and  forevermore.    Amen! 


GROWLER. 


Daisy  Elliot. 


WELL,  everything  goes  wrong.  There  never  was  a  crankier  set 
of  people  than  this  Class  of  .  If  anyone  fondly  imagines 
there  would  be  no  domestic  strife  in  this  class,  let  him  be  de- 
leived  no  longer.  There  has  been  civil  war  from  the  time  our  class 
was  organized.  It  was  nothing  but  a  woman's-rights  society  from  the 
Deginning.  These  are  all  right  in  their  places,  but  the  idea  of  a  class 
without  any  boys  in  it! — and  how  does  a  class-yell  sound  without  any- 
ane  to  yell  bass,  only  a  few  feminine  shrieks?  What  have  the  Junior 
Class  done,  and  what  spirit  have  they  shown?  From  the  way  they 
oegan  we  expected  great  things  from  them.    The  idea  of  all  those  big, 


72  WERNER'S  READINGS  NO.  54 

strong  boys  not  making  any  more  noise  than  they  do,  and  only  givinj 
their  yell  once!  The  societies  are  doing  nothing  but  fight  one  another 
They  have  had  no  program  posted  for  a  month  or  two.  I  wonder  i: 
their  talent  has  all  run  out,  or  does  it  all  belong  to  the  Senior  Class: 
Have  they  no  time  for  society  work?  Talk  about  the  telephone  being 
an  advantage — the  one  in  the  office  is  a  perfect  nuisance.    At  least  ter 

minutes  every  day is  called  to  answer  it.    With  careful  computa 

tion,  we  have  found  that  in  the  last  three  years  over  four  days  havt 
been  spent  at  the  telephone.  Just  think  of  the  time  lost!  How  awfullj 
tiresome  it  is  to  climb  so  many  steps!  There  should  be  an  elevator  ir 
every  room  furnished  with  brussels  carpet  and  upholstered  chairs.  The 
idea  of  being  compelled  to  attend  chapel  in  the  same  room  in  which  wc 
recite  our  lessons,  just  because  people  are  too  lazy  to  climb  the  steps 
to  chapel  hall.  Think  of  a  room  fitted  up  for  chapel  purposes  and 
never  using  it!  How  impolite  in  those  people  who  insist  upon  occupy- 
ing the  front  seats  in  chapel,  when  they  know  that  those  seats  belong  tc 
the  Seniors!  The  College  Choir  has  not  appeared  one  morning  in 
chapel,  so  that  we  could  distinguish  them  from  anyone  else.  They 
ought  to  favor  us  with  an  anthem,  or  a  solo,  every  morning,  or  at  least 
once  a  week.  To  make  things  more  aggravating  than  ever,  this  weather 
is  simply  horrid.  It  is  cold  enough  to  wear  our  sealskins  every  day,' 
then  to  rain  every  day  is  enough  to  make  one  cross,  and  see  things 
through  a  blue  atmosphere.  The  idea  of  tearing  up  that  bridge  just 
before  Commencement.  Half  the  town  will  stay  away  on  account  of  it, 
But  now,  as  we  have  had  to  endure  such  unfavorable  circumstances  for 

the  last  three  years,  my  wish  for  the  Class  of is  they  may  sail  ori 

smoother  seas. 


PRESENTATION  ADDRESS. 


Reverdy  E.  Baldwin. 


Honored  President  and  Members  of  the  Faculty: 

FROM  the  moment  of  entering  the  Normal  College  we  have  looked 
forward  to  the  goal  which  we  have  this  week  attained.  During 
the  time  that  we  have  been  here  we  have  learned  to  love  our 
alma  mater  with  a  love  that  neither  time  nor  distance  can  efface;  and^ 
though  soon  we  enter  upon  new  fields  of  work,  we  shall  always  hold 
our  Normal  College  in  grateful  remembrance.  While  we  appreciate 
the  instruction  and  the  professional  training  received  here,  we  hold  in] 
still  higher  estimation  the  benefits  and  lofty  ideas  derived  from  contact 
with  our  instructors. 

To  you,  Honored  President,  we  are  especially  grateful.  We  are 
deeply  conscious  of  the  zealousness  of  your  efforts  in  our  behalf.  We 
hope  to  be  remembered  for  what  we  have  done.  We  know  that  we  can 
confer  no  greater  honor  upon  the  institution  of  which  we  are  all  so 
proud  than  by  conduct  befitting  the  instruction  received  here;  but  we; 
wish  to  leave  some  slight  token  of  our  gratitude.  Mr.  President  and1 
Faculty,  it  gives  me  the  greatest  pleasure  to  present,  in  the  name  of 

the  Class  of ,  this  chair  as  a  memorial  to  Normal  College,  together 

with  our  unspoken  but  heartfelt  wishes  for  the  continued  welfare  of 
our  alma  mater,  whose  interests  we  shall  always  have  at  heart. 


COMMENCEMENT  WEEK  7Z 

PRESENTATION  ADDRESS. 


Daisy  Elliot. 

CLASSMATES:  It  falls  to  my  lot  to  do  the  presenting  on  this 
occasion.  I  have  a  treat  in  store  for  you,  and  it  gives  me  pleas- 
ure to  spring  it  on  you  at  this  opportune  time.  That  you  have 
been  good  and  faithful  students  goes  without  saying,  as  none  of  you 
have  been  expelled  from  school,  and  you  have  been  permitted  to  grad- 
uate with  honor  and  distinction.    This  is  evidence  that  you  are  entitled 

J  to  the  presents  you  are  to  receive.  This  is  perhaps  the  only  occasion 
I  shall  ever  have  of  posing  as  Santa  Claus  in  full  view  of  the  audience, 

|  and  I  hope  you  will  not  be  perplexed  when  these  things  are  unfolded 

j  to  your  view.     I  say  this  by  way  of  preparing  you  for  any  surprises, 

:  and  sort  of  put  you  at  your  ease. 

Miss  ,  it  gives  me  pleasure  to  present  you  this  token  of  my 

I  regard,  and  I  regret  that  my  limited  shopping  experience  prevented  me 
making  a  more  elaborate  choice.     Knowing  your  expressed  fondness 

;  for  travel  assisted  me  in  solving  the  problem,  and  I  lost  no  time  in 

i  determining  what  would  suit  you  to  a  nicety.    I  will  now  present  you 

|  with  a  trip  to  Europe.  Here  you  v/ill  find  a  ticket  that  will  entitle 
you  to  steamer-passage,  and  the  trip  is  all  mapped  out.    When  ap- 

jproached  by  a  steamer-purser  or  railroad-conductor  present  these  doc- 
uments. I  have  ycur  passport,  and  most  important  adjunct,  meal- 
tickets.  Hoping  you  will  enjoy  yourself,  and  write  often,  I  consign 
you  to  the  tender  mercies  of  the  steward    and  the    horrors  of    sea- 

■  sickness. 

Miss ,  knowing  your  domestic  tastes,  I  had  no  trouble  in  select- 
ing an  appropriate  present  for  you.  This  is  something  that  you  can 
mortgage  if  adversity  comes  stalking  along.  Here  is  a  deed  to  a  house 
and  lot,  signed,  sealed  and  delivered,  and  bearing  the  proper  quota  of 
war-stamps.  Take  it,  and  pay  the  taxes,  as  it  will  give  you  something 
to  think  about  during  your  leisure  moments. 

Miss ,  it  gives  me  pleasure  to  give  you  something  that  will  be 

at  once  useful  and  ornamental.  It  will  not  be  so  burdensome  as  real- 
estate  or  as  fleeting  as  ocean  travel.  You  can  wear  it  conspicuously 
and  display  it  to  admiring  friends  without  apparent  intention.  I  here- 
with present  you  with  a  diamond-ring.  The  luster  of  the  stone  is  more 
powerful  than  that  of  a  forty-power  electric  light,  and,  if  placed  side  by 
side  with  the  famous  Kohinoor,  it  would  make  the  latter  look  like  a 
bargain-counter  remnant. 

PARTS  OF  SPEECH. 


McLandburgh  Wilson. 

The  pronoun  said:  "You'll  find  it  true 
The  world  is  made  of  me  and  you." 
The  noun  proclaimed:  "From  me  all  springs; 
The  world  in  truth  consists  of  things." 
The  verb  announced:  " 'Tis  plain  to  see 
What  makes  the  world  is  just  to  be." 
Conjunction  cried,  to  end  the  tiff: 
"You'll  find  the  world  all  hangs  on  if." 


74  WERNER'S  READINGS  NO.  54 

PRESENTATION  ADDRESSES. 


Edith  Putnam  Painton. 


PRESENTING  A  RING. 

DEAR  FRIEND:  Many  times  in  life  we  wish  to  express  appre- 
ciation of  the  merit  of  a  friend,  and  gratitude  for  what  he  has 
done  for  us.  True  friendship  is  what  makes  life  worth  living, 
and  yet  at  times  we  are  apt  to  find  it  hard  to  express  in  words  the  true 
value  of  what  that  intercourse  has  been  to  us.  We  are  all  cowards, 
when  it  comes  to  speaking  of  the  deeper,  holier  emotions  of  the  soul. 
Perhaps  it  is  because  we  are  not  gifted  with  the  power  of  expressing 
all  that  is  within  us.    The  poet  tells  us, 

'  "Passions  are  likened  best  to  floods  and  streams, 

The   shallows  murmur,   but   the   deep  is   dumb," 

so,  perhaps,  our  silence  proves  how  deep  our  affections  really  are. 
Dear  Friend,  to  you  we  wish  to  express,  in  some  degree  at  least,  our 
appreciation  of  you.  We  know  how  much  good  one  appreciative  word 
may  do,  but  words  are  hard  to  say,  as  we  wish  them  said,  so  we  have 
decided  to  express  our  appreciation  by  means  of  this  little  gift — this 
ring,  which  we  beg  you  to  accept,  not  for  its  real  value,  but  because  it 
symbolizes  our  sincere  friendship.  Like  this  ring,  our  friendship  is, 
untarnishable — pure  gold  without  alloy;  and,  like  this  ring,  our  friend- 
ship is  also  endless,  and  shall  shine  with  added  luster  as  the  years  pass. 
We  hope  you  will  wear  it  in  remembrance  of  the  appreciation  of  your 
friends,  and  never  forget  that  just  as  this  ring  encircles  your  finger, 
closely,  firmly  and  warmly,  so  shall  our  respect  and  affection  ever  en- 
circle your  life. 

PRESENTING  CHINA. 

Dear  Friend:  Wishing  to  choose  some  token  to  present  to  you  in 
commemoration  of  our  long  friendship  and  enduring  affection,  we  have 
wished  it  were  possible  to  select  something  that  would  be  to  you  a 
continual  reminder  of  us  and  of  our  appreciation  of  you,  because  it 
would  in  some  way  symbolize  our  feelings,  and  keep  ever  alive  the 
thoughts  you  have  taught  us  to  have  of  you.  But  this  was  not  by  any 
means  easy;  for,  though  we  found  much  to  desire,  and  much  we  felt' 
you  might  appreciate,  it  was  not  just  the  thing  we  most  wished  to  pre- 
sent. We  knew  the  monetary  value  of  the  gift  would  not  enhance  it 
in  your  eyes,  for  it  is  only  the  thought  of  the  giver  concealed,  or  rather, 
expressed,  in  the  gift  that  makes  any  offering  dear.  Hence  we  sought 
not  for  elegance,  but  for  significance.  We  thought  that  if  we  were  to 
choose  a  gift  commensurate  with  our  appreciation  of  your  friendship, 
it  must  needs  be  a  large  one,  and  that  if  it  were  only  within  our  power, 
we  should  gladly  give  you  the  world.  Of  course,  we  can't  give  the 
world,  that  is  not  ours  to  give;  but  we  can  give  a  little  bit  of  "China," 
which  may  be  as  much  of  the  world  as  would  be  acceptable,  anyway. 
So,  dear  friend,  as  a  slight  token  of  our  esteem  and  respect,  we  beg 
you  to  accept  this  bit  of  china,  always  remembering  that  it  is  only  a 
small  portion  of  the  big  v/orld  we  in  the  fulness  of  our  hearts  would 
have  gladly  bestowed  upon  you,  had  it  been  ours  to  give. 


COMMENCEMENT  WEEK  75 

PRESENTING  A  CANE. 

Dear  Friend:  It  is  a  pleasure  to  express  something  of  our  esteem 
for  your  sterling  worth  and  nobility  of  character,  and  to  assure  you 
that,  one  and  all,  we  are  your  true  friends.  Friendship  is  a  great  and 
wonderful  gift;  it  means  more  than  we  can  say  to  those  who  give,  as 
well  as  to  those  who  take.  A  friend  should  be  one  on  whom  we  can 
lean  when  the  road  is  rough,  slippery  and  steep;  one  ever  present  to 
lend  a  helping  hand  whenever  assistance  is  needed.  In  this  world  of 
work  and  worry,  it  is  not  always  possible  for  friends  to  be  with  us 
except  in  spirit,  therefore,  it  is  necessary  that  they  should  be  kept  ever 
in  mind,  that  the  bond  of  sympathy  should  remain  unbroken,  and  that 
we  should  be  made  to  realize  that  distance  is,  after  all,  when  hearts  are 
filled  with  affection,  no  barrier  to  true  friendship.  Dear  old  friend, 
such  is  our  friendship.  We  should  be  happy  to  be  ever  near  you,  a 
prop  for  you  to  lean  on  over  hard  places,  and  a  guide  to  assist  you 
over  slippery  paths.  As  this  cannot  be,  we  offer,  in  our  stead,  this  cane 
to  be  your  companion.  On  this  cane  you  may  lean,  feeling  secure 
against  the  difficulties  in  your  path.  Accept  it,  please,  as  a  token  of 
all  we  should  like  to  be  to  you.  Whenever  you  lean  on  it,  remember 
that  you  are  leaning  on  us;  that  our  love,  in  this  material  form,  is 
supporting  you  over  the  ups  and  downs  of  life, 

PRESENTING  A  BOOK. 

Dear  Friend:  How  many,  many  times  we  have  noble  thoughts 
that  we  should  like  to  express  to  our  friends,  but,  when  we  try,  we  find 
our  tongues  falter,  and  that  our  lips  refuse  to  speak  properly  what  we 
wish  to  say.    We  think  with  Tennyson, 

"I  would  that  my  tongue  could  utter 
The  thoughts   that   arise  in  me." 

We  know  it  is  not  owing  to  any  lack  of  thought  or  of  emotion  that 
our  tongues  are  tied,  but  merely  because  we  are  not  gifted  with  the 
power  of  expression.  That  is  why  we  find  comfort  in  books.  We  find 
authors  expressing  our  thoughts  and  feelings  better  than  we  can  ex- 
press them;  we  feel  strangely  akin  to  these  master-minds,  and  pass 
hour  after  hour  communing  with  them.  Dear  friend,  we  are  now  in 
that  position.  There  is  much  of  esteem,  respect  and  affection  in  our 
hearts  we  gladly  would  express;  but  words  fail,  and  anything  we  can 
think  of  seems  inadequate.     We,  therefore,  have  chosen  this  volume 

of ,  and  trust  he  may  say  in  our  behalf  all  we  would  gladly  say  to 

you.  May  you  spend  many  happy  hours  communing  with  him.  At 
such  times  remember  your  friends.  Know  that  through  him  we  are 
trying  to  speak  to  you,  and  that  our  respect  and  esteem  for  you  remain 
undiminished. 

PRESENTING  FLAG  TO  A  SCHOOL. 

Dear  Young  Friends:  I  bring  the  greatest  gift  heaven  ever  gave 
the  American  people — the  symbol  of  our  liberty,  the  glorious  Stars  and 
Stripes  of  American  Independence.  Is  there  one  of  us  who  does  not 
love  its  gallant  folds,  whose  heart  is  not  thrilled  by  every  wave  of  its 
bunting  in  the  free  breeze  of  heaven?    How  can  it  be  otherwise  when 


76  WERNER'S  READINGS  NO.  54 

we  remember  all  that  it  has  stood  for,  all  that  it  has  cost  us  in  bloody 
battles  and  in  fire,  all  that  it  means  to  every  one  of  us  as  American 
citizens?  You,  my  young  friends,  are  the  future  men  and  women  of 
our  nation;  into  your  hands  we  place  this  glorious  banner;  into  your 
care  we  place  its  honor,  its  purity,  and  its  strength.  It  is  your  hand 
that  will  keep  it  unsullied,  or  that  will  desecrate  it  with  stains  of  shame. 
Take  it  into  your  care  reverently  and  prayerfully,  resolving  that  no 
act  of  yours  shall  ever  bring  a  shadow  of  disgrace  upon  it,  even  though 
it  be  soaked  with  your  life's  blood.  Pledge  your  lives  to  keeping  it 
and  all  that  it  stands  for  unblemished.  So  far,  as  lies  within  you,  up- 
hold its  principles  of  honor  and  righteousness  before  the  world.  Re- 
member, 

"There  are  many  flags  in  many  lands, 
There  are  flags  of  every  hue; 
But  there  is  no  flag  in  any  land 

Like  our  own  Red,  White  and  Blue." 

And  why?  Because  there  is  no  other  flag  under  the  blue  canopy  of 
heaven  that  stands  for  the  ideals  of  truth,  honor  and  liberty  that  wave 
from  every  fold  of  that  Star-Spangled  Banner;  no  other  flag  has  cost 
its  defenders  all  that  Old  Glory  has  cost  us;  no  other  flag  exists  for 
which  so  many  hearts  pray  daily, 

"Our  Star-Spangled  Banner,  O  long  may  it  wave 
O'er  the  land  of  the  free,  and  the  home  of  the  brave." 


SENIOR  CHARGE. 


Lo  Amy  Heater. 


CHARGES  are  many  and  varied.  Some  full  of  impetuosity  and 
vim;  others  as  silent  as  the  forces  of  nature.  Some  brimming 
with  merriment  and  glee;  others  so  heavy  as  to  crush  individuals 
and  corporations.  But  just  where  to  class  the  Senior  Charge  to  the 
Juniors  is  a  query  for  investigation.  It  cannot  be  bright  and  sparkling, 
brim  full  of  those  little  pleasantries  usually  found  in  college  life,  for 

we,  the  Class  of ,  must  preach  what  we  practiced,  and  it  is  a  fact 

we  have  not  one  grade  for  practicing  those  college-tricks,  so  ably  ex- 
plained by  the  eminent  professors  at  the  dinner-hour  when  recounting 
their  experiences.  Nor  would  we  have  it  heavy,  for  its  aim  is  not  to 
crush,  but  to  awaken  a  spirit  of  work  and  gayety.  Nor  can  it  be  full 
of  impetuosity  and  vim,  for  the  words  will  become  prosaic  and  solemn. 
And  how  could  it  be  silent  as  the  forces  of  nature,  and  we  four  girls 
in  the- Class  of  — ' — ?  for  women  will  talk,  you  know.  Therefore,  place 
it  where  you  will  but  its  charges  heed.  In  fancy  the  Class  of ,  rep- 
resented by  naughts  in  the  catalogue  but  not  in  reality,  can  be  seen 
treading  the  paths  we  so  reluctantly  abandon.  That  you  may  avoid 
the  perilous  places  and  narrow  escapes,  we  of ,  your  Seniors,  under- 
take the  grave  duty  of  bestowing  this  charge  upon  you.  The  next  year 
will  be  full  of  good  things  within  the  grasp  of  the  Seniors,  but  you 
must  guard  well  if  you  obtain  them.  Already  the  next  class  is  planning, 
and  the  attempt  to  place  their  banner  where  you  think  yours  ought  to 
be  will  cause  you  endless  trouble.    Class  rushes  will  make  the  corridors 


COMMENCEMENT  WEEK  77 

resound,  and  right  here  be  watchful.  Choose  well  your  time,  or  two 
rushes  will  be  imminent  and  the   outcome  doubtful.     You  need  not 

guard  particularly  against  dismembered  limbs,  for  is  the  dawn  of 

peace.  Words  will  be  the  future  weapons,  and  your  ability  to  cope 
with  adversaries  great,  and  adversaries  small,  with  these  chosen 
weapons,  is  assured.     Indeed,  ycu  could  not  fail  here,  for  the  Class 

of  have  been  faithfully  taught  the  power  of  words.     But  should 

rescue  be  necessary,  fly  to  the  office — there  lies  the  dictionary.  Our 
lighter  charges  have  been  given.  Our  alma  mater's  horizon  is  wide. 
Out  from  its  threshold  we  go  sadly,  yet  gladly.  Sad  because  of  separa- 
tions; sad  because  we  would  yet  like  to  linger  near  the  source  of  in- 
spiration, for  with  the  passing  days  our  ideals  have  grown,  and  the  goal 
once  looked  forward  to  now  seems  but  an  entrance.  Yet  glad  because 
more  strength  has  been  given  for  life's  work.  Glad  because  the  Senior 
duties  fall  upon  Juniors  so  loyal  and  true.  The  Senior  year  bears  its 
trials,  the  responsibilities  increasing  with  the  work.  Yet  you  will 
take  it  well  fitted  for  the  work.  The  training  of  the  past  years  has  de- 
veloped strength  and  reserve  power.  With  this,  and  the  desire  for  self- 
culture,  the  mountains  in  the  distance  will  become  hills.  The  traditions 
of  the  college  must  be  preserved,  the  sentiments  for  which  it  stands, 
advancement,  culture,  liberality,  must  be  maintained.  The  other  classes 
are  to  be  encouraged  by  example  more  than  precept,  for  there  is  no 
one  so  humble  but  owes  this  simple  yet  priceless  instruction.  This 
work  now  falls  upon  you.  We  have  reached  the  parting  of  the  ways, 
and  hopefully  we  pass  beyond,  knowing  full  well  the  duties  transferred 
to  you  will  be  faithfully  performed,  and  the  honor  of  our  alma  mater 
upheld. 


SERVICE  THE  FINAL  TEST. 

(Class  Prophecy.) 


Edith  Kinkaid  Butler. 


THERE  is  one  prophecy  remaining,  greater  than  all  the  other 
prophecies — a  prophecy  that  has  never  failed,  a  prophecy  that 
breathes  truth  and  power, — the  prophecy  of  inspiration!  So  I 
prophesy  to  you — by  inspiration,  by  the  inspiration  which  four  years  of 
association  with  the  earnest,  eager  minds  before  me  have  brought,  so 
that  I  may  foretell  the  future,  for 

•  "The  present  still  is  echo  of  the  past: 
Of  both,  the  future  will  an  echo  be." 

In  just  the  ratio  I  have  seen  you,  by  sincere,  earnest  endeavor, 
forming  a  nucleus,  the  seed  from  which  a  useful,  satisfying  future  life 
can  grow,  can  I  predict  to  you  the  fulfilment  of  such  a  life,  with  its 
accompanying  success: 

'Tor  I  hold  it  truth  with  one  who  sings 
To  one  clear  harp  in  divers  tones, 
That  men  may  rise  by   stepping-stones 
Of  their  dead  selves  to  higher  things." 

Among  us  are  many  individualities,  many  different  futures  to  be 
worked  out  along  many  different  lines;  for  it  is  impossible  that  any  two 


78  WERNER'S  READINGS  NO.  54 

among  you  should  have  the  same  destiny,  and  yet  each  one  desires  the 
same  ultimate  result, — success.  Whether  you  will  have  it  or  not  re- 
mains with  yourselves. 

For  four  years  you  have  been  earnest,  sincere  seekers  after  truths, 
finding  strange  relationships  between  your  bodies  and  your  minds; 
gaining  strength  and  power,  physically  and  mentally;  forming  beauti- 
ful, lasting  friendships  with  the  great  minds  of  literature,  and  above  all, 
a  broader,  sweeter  sympathy  toward  all  the  world.  Have  you,  then, 
gained  anything  of  value  to  yourselves?  If  so,  what  are  you  going  to 
do  with  it?  Cherish  it?  Use  it  as  a  means  of  isolation  to  set  you  apart 
and  above  your  fellows?   If  there  be  things  of  value  to  you  they  will 

be  of  worth  to  others ;  and,  knowing  you,  Class  of ,  I  can  say  that 

you  are  going  forth  to  give  of  your  store  to  those  who  lack.  Those 
of  you  who  have  sincerely  adopted  the  principles  taught  here,  who  have 
truly  entered  into  the  spirit  of  this  institution,  are  going  forth  to  work 
— to  sincere,  earnest  service  to  all  who  need  you.  And  the  need  is 
great,  for  everywhere  comes  up  the  cry  of  a  wasted  race,  poor  in  body 
and  cramped  in  mind.  Crammed  in  mind  might  be  said  also  (for  you 
will  go  forth  to  meet  the  idea  of  education  as  a  pouring  of  informa- 
tion into  a  certain  receptacle),  but  for  the  fact  that  the  receptacle  is 
too  often  of  the  nature  of  a  sieve,  which  allows  the  information  to  run 
through,  so  that  the  brains  are  as  empty  when  the  process  is  com-' 
pleted  as  at  the  beginning. 

In  the  first  place,  then,  you  are  going  forth  to  serve.  The  world  is 
full  of  the  idea,  "I  am  I,  and  you  are  you,  and  each  one  must  make 
the  most  of  himself."  And,  after  all,  the  old  world  is  right,  only  it 
has  just  a  mistaken  idea  as  to  what  making  the  most  of  oneself  is.  It 
is  not  to  knock  your  brother  down  that  you  may  take  his  place.  It  is 
not  the  development  of  your  powers  to  serve  as  a  pedestal  upon  which 
you  may  pose  as  a  marvel  to  the  assembled  multitude,  for  the  multitude 
is  very  apt  not  to  assemble  for  such  a  purpose.  But  it  is  the  utmost 
development  of  your  powers  to  serve  as  a  means  by  which  you  may 
lend  a  helping  hand  to  all  with  whom  you  come  in  contact.  Let  them 
feel  that  you  can  and  will  help  them  up  on  the  pedestal  with  you,  and 
the  multitude  will  be  there,  every  time.' 

The  world  will  not  accept  you  from  pity,  nor  from  admiration;  but 
your  ability  to  serve  is  the  final  credential  which  will  open  to  you  every 

opportunity.    And  you  can  serve,  Class  of .    For  four  years  I  have 

seen  you  growing  slowly,  but  surely,  toward  a  higher  plane  of  think- 
ing and  living;  seen  you  gaining  such  possession  of  mind  and  body  that 
both  become  active  in  the  service  of  the  soul.  These  things  you  can 
in  turn  carry  to  the  world  without, — the  world  with  such  possibilities 
for  health  and  strength,  so  sadly  perverted;  the  world  with  its  infinite 
capacity  for  love  and  sympathy,  so  strangely  warped.  You  will  carry 
with  you,  out  of  your  fresh  young  experiences,  the  health,  the  compre- 
hension of  truth,  and  the  larger  sympathy  and  love  it  so  really  wants, 
in  spite  of  its  apparent  obliviousness  to  those  things. 

You  will  carry  with  you  that  which  the  world  needs  most,  a  ten- 
derer sympathy  and  deeper  love  to  all  mankind.  There  is  one  certain 
thing  that  marks  the  climax  of  all  human  power,  and  when  this  has 
been  done  we  know  the  best  has  been  done  that  can  be  done,  and  this 
supremest  thing  that  any  one  can  do  is  to  love.  From  the  day  of  your 
entrance  here  as  Freshmen  you  felt  that  loving,  believing  sympathy, 


COMMENCEMENT  WEEK  79 

that  firm  belief  in  your  innate  potentialities,  which  inspired  you  to  do 
your  best,  until,  little  by  little,  you  grew  to  a  comprehensive  grasp  of 
what  it  meant,  and  belief  in  it;  until  you  appropriated  it  for  your  own; 
and  that  you  will  carry  with  you  to  your  work,  that  it  may  do  for 
others  what  I  have  seen  it  do  for  you. 

You  will  not  be  discouraged  if  the  world  does  not  rush  to  you, 
demanding  what  you  have.  You  will  go  to  it,  carefully  and  slowly, 
perhaps,  but  surely,  bringing  it  to  a  realization  of  the  final  and  supreme 
prevalence  of  truth;  for  what  you  desire  is  not  so  much  an  instant,  as 
an  eternal,  recognition — the  fixed  star,  not  the  meteor.  But  neither 
will  you  sit  quietly  down  to  let  the  world  wonder  and  then  seek  you; 
but  you  will  be  aggressive;  you  will  carry  your  truths  to  people  and 
cause  them  to  see  them  so  clearly  that  they  must  accept  them.  Truth 
will  prevail  in  the  end.  All  that  is  needful  is  that  you  should  be  living 
exponents  of  the  truth  you  advocate.  You  can  never  lead  men  to  a 
higher  physical,  mental,  or  spiritual  plane  than  that  which  you  your- 
selves occupy.  Hence,  as  you  go  out  from  the  college,  you  will  not 
drop  those  principles  and  ideals  which  you  have  adopted  so  enthusias- 
tically here,  nor  let  them  slip  from  you  by  contact  with  the  world;  but 
you  will  continue  to  live  them  as  faithfully  as  when  under  the  inspira- 
tion of  our  college  itself;  for  the  world  measures  you  not  by  what  you 
say  but  by  what  you  are,  and,  to  carry  your  principles  into  active  oper- 
ation, you  must  be  living  testimonials  in  your  own  bodies  and  minds. 
This,  then,  is  the  future  that  I  read  from  your  past.     You  have 

I  learned  how  to  think,  to  work,  and  to  live,  but  the  end  is  not  yet. 
You  will  continue  students  in  your  study  of  life's  larger  book  as  you  go 

!  forth  as  helpers,  as  teachers.  Teachers! — some  in  the  ordinary  business 
acceptation  of  the  word,  others  as  readers,  others  as  lecturers,  while 
some  will  carry  the  same  spirit  into  the  more  sacred  circle  of  the  home, 
and  a  very  new  home,  in  some  instances.  But  in  whatever  capacity  you 
go,  be  your  sphere  of  action  great  or  small,  you  will  be  true,  Class 
of ,  to  the  high  ideals,  the  larger  plane  of  thought  and  action,  at- 
tained through  this  great  system  of  education,  which  has  daily  de- 
manded the  utmost  we  could  give  of  sympathy,  faith,  and  love.  You 
will  go  forth  with  your  best  to  serve  the  world.  As  the  world  sees 
the  service,  it  will  acknowledge  you  and  assure  your  success.    Be  true 

:  to  your  principles,  be  true  to  yourselves, 

"And  it  must  follow,  as  the  night  the  day, 
Thou  canst  not  then  be  false  to  any  man." 

You  will  be  true,  O  Class  of ,  true  in  the  greatest,  and  true  in 

the  least;  and  looking  into  your  earnest  faces,  I  feel  that  in  that  Great 
To-morrow  which  you  are  to  help  make  I  can  put  the  invocation  of 
Tiny  Tim  into  a  solemn  affirmation  that  God  will  bless  us,  every  one. 

"PASS  OUR  BLUNDERS  BY." 

(Opening   address   for   small    child.) 

Ladies  and  gentlemen,  to  you  a  warm  and  kindly  greeting, 

And  hope  you  will  be  quite  repaid,  for  coming  to  this  meeting. 

We  don't  expect  to  do  great  things,  but  then  we'll  try  to  please  you; 

Our  object  is,  not  to  instruct,  but  only  to  amuse  you. 

Be  pleased  to  pass  our  blunders  by,  and  only  note  successes; 

And  if  you  cannot  give  applause,  please  do  not  give  us  hisses. 


WERNER'S  READINGS  NO.  54 
SPINNING-WHEEL  FORTUNE-TELLING. 

(Grammar  School  Class  Prophecy.) 


Nina  L.  Kendall. 


A  GIRL  enters  with  spinning-wheel  decorated  with  class-colors;  on 
spokes  of  wheel  is  tied  prophecy,  written  in  rhyme,  of  each  class- 
mate.    Girl  explains  how  she  fell  asleep  in  woods  one  day  and 

dreamed  she  met  Fairy  Godmother  of  Graduating  Class  of  ,  and 

who,  by  means  of  spinning-wheel,  was  able  to  reveal  future  of  class. 
Girl  repeats  magical  words  of  Fairy  Godmother  as  follows: 

"Turn,  turn,  O  wheel, 
Turn  round  and  round, 
Without  a  pause,  without  a  sound, 
And  as  you  turn, 
You  shall  be  bound 
Each  classmate's  future  to  expound." 

Girl  turns  wheel  and  tells  secrets  Fairy  had  told  her.  Two  or  three 
prophecies  are  given  at  a  time.  Every  time  wheel  is  turned,  magical 
words  are  repeated.    A  sample  of  one  rhymed  prophecy  is  given: 

"Climbing  the  ladder,  step  by  step, 
One  has  reached  the  topmost  round. 
As  president  of  a  Western  college, 
Studious  Willie  Vincent  is  found." 


MAGIC-MIRROR  REVELATIONS. 

(Class  Prophecy.) 


Normalite  Prophet. 

IN  pensive  mood,  bringing  before  my  mental  vision  members  of 
our  class,  I  wondered  what  we  should  be  doing  ten  years  hence. 
As  I  mused  many  strange  thoughts  came.  How  different  the  lives 
of  the  members  of  our  class  would  be!  What  varied  experiences  they 
would  have!  Some  might  travel  in  distant  lands,  some  stay  at  home, 
others  be  prominent  in  society  or  politics,  some  never  heard  of  outside 
their  own  village.  Suddenly  I  heard  a  voice,  a  fairy's  voice,  which 
said:  "You  wish  to  know  the  future  of  your  classmates?"  I* answered, 
"Yes."  The  voice  continued:  "It  is  not  well  to  seek  to  know  the  future; 
to  know  the  future  is  given  to  few,  but  you  are  one  of  the  favored  few. 
Come  with  me." 

I  followed.  I  was  led  through  winding  ways  knowing  not  whither 
I  went.  Suddenly  I  was  stopped  by  a  wall  of  rock.  I  started  to  turn 
back  when  a  door  opened  in  the  rock  and  the  voice  bade  me  enter.  I 
stepped  in.  I  looked,  and  truly  methought  this  is  an  enchanted  coun- 
try. I  knew  not  what  to  do.  Again  the  voice,  "Step  boldly  forward. 
Soon  wilt  thou  be  accustomed  to  this  place."  In  the  middle  of  the  cave 
I  saw  three  beings.  "Are  you  the  Fates?"  I  asked,  with  trembling 
voice.  "We  are,"  they  answered.  "For  long  years,  aye,  for  centuries 
have  we  dwelt  here.  Never  since  the  days  of  Greece  have  mortal  eyes 
beheld  us.  You  are  a  favored  mortal.  What  is  your  request?"  Ere 
I  could  answer  the  voice  replied:  "To  read  the  future  of  her  class- 


COMMENCEMENT  WEEK  81 

mates  of ."    The  oldest  of  the  Fates  said:    "Be  it  so;  follow  me." 

I  obeyed.  Passing  through  a  labyrinth  of  winding  passages  we  stopped. 
Nothing  was  seen  until  my  guide  lighted  a  candle,  when  I  saw  that  I 
was  in  a  smaller  cave,  at  end  of  which  was  a  large  mirror.  "This  is 
the  cave  which  conceals  the  magic-mirror,"  said  my  companion;  "yon- 
der is  the  enchanted  glass  itself.   Look  therein  and  listen  carefully." 

Breathlessly  l7 waited!  My1  guide  kindled  in  a  small  basin  a  fire  of 
aromatic  herbs,  muttering  in  a  sing-song  voice.  She  placed  the  basin 
in  front  of  the  mirror  and  blew  out  the  candle.  The  mirror  was  now 
illumined  brightly,  rest  of  cave  being  dark.  Suddenly  I  saw  a  change 
in  the  mirror.  I  seemed  to  be  looking  into  a  hospital.  Among  the 
nurses  alleviating  pain  and  soothing  patients,  one  seemed  very  familiar. 

All  the  years  had  not  changed  her,  she  was  still  the  same  happy ; 

fulfilling  the  report  known  perhaps  only  to  a  few  in  the  first  year  of 
college  life  at . 

This  vision  faded.  I  saw  a  large  and  brilliantly-lighted  hall  filled 
with  an  appreciative  audience.  The  speaker  held  them  as  in  a  spell. 
Now  they  wept,  then  laughed.  He  turned  them  at  his  will.  Who  was 
he,  do  you  ask?     It  was — well,  you  all  know  him. 

Again  the  scene  changed.  In  a  quiet  study  she  turned  and  I  saw 
Miss ,  who  had  entered  upon  her  poetic  career  as  class-poet.  Sev- 
eral volumes  of  her  poems  lay  on  her  desk,  and  she  was  preparing 
another. 

I  saw  a  book-store.    A  school-girl  asked  for  a  copy  of essays. 

The  clerk  said  he  had  sold  the  last  copy,  but  would  get  a  supply.  I 
heard  the  clerk  say  to  a  gentleman:    "Schools  are  studying  modern 

essayists  instead  of  the  older  ones.     Miss  is  one  of  the  best  of 

recent  writers."  Not  until  then  did  I  know  that  our  class-essayist  had 
met  with  such  marked  success. 

As  the  book-store  still  remained,  I  concluded  more  would  be  seen 
if  I  waited.  Another  young  lady  entered.  Intuitively  I  knew  she  was 
a  Normalite  before  she  asked  for  the  book  of  questions  and  answers 

for  sketches  in  drawing  by  Miss  .     The  book-store  vanished;  my* 

thought  traveled  back  to  room ,  but  these  memories  were  quickly 

dispelled  by  the  sight  of  a  bulletin  announcing  a  lecture  on  "The  Art 
and  Science  of  Questioning."  Would  you  believe  it,  the  lecturer's 
name  was  the  very  same  person  who,  when  graduating  from  High 
School,  hsd  a  book  presented  to  her  to  write  her  questions  in, 
Miss ? 

Then,  catching  a  view  of  the  Governor's  mansion,  I  was  not  sur- 
prised to  find  in  the  Governors  chair  one  who  formerly  taught,  but 
was  now  practicing,  civics.     The  door  admitted  a  portly  gentleman. 

The  Governor  exclaimed:    "Why,  hello, !"    The  portly  gentleman 

was  a  bank  cashier;  he  received  his  first  impulse  for  finance  when  in 
the  Class  of  . 

Next  I  saw  a  beautiful  garden  in  which  violets  were  the  principal 
flowers.  I  had  an  image  of  the  young  lady  who  always  wore  violets. 
A  lady  and  a  gentleman  appeared  walking  in  the  garden;  as  she  raised 

her  head,  I  saw  it  was — well,  she  was  ■  in  college,  and  I  thought 

she  must  be  as  fond  of  violets  as  ever. 

This  scene  faded  away.  I  saw  a  room  in  which  sat  Miss talk- 
ing to  herself.  I  heard  her  say:  "Yes,  I  suppose  I  am  fond  of  hob- 
bies; I  taught  school,  traveled,  was  governess.  What  they'll  say  to  this. 


82  WERNER'S  READINGS  NO.  54 

latest  wrinkle?"  I  wonder  if  it  was  the  same  wrinkle  that  existed  before 
she  attended  the . 

Then  came  a  doctor's  office.    Whom  should  I  see  but  Miss  . 

Don't  misunderstand  me.  I  do  not  mean  that  she  was  a  doctor,  but  a 
doctor  had  conquered  her  fear  so  completely  that  she  was  no  longer 
known  as  Miss . 

Next  in  a  store  window  was  a  large  placard  announcing  a  demon- 
stration of  a  safety  hat-retainer.     In  the  store  was  Mr.  ,  inventor 

of  the  patent  hat-retainer,  by  means  of  which  men  were  sure  to  find 

their  hats  where  they  left  them.     Mr. was  selling  them  as  fast  as 

he  could  hand  them  out.    No  doubt  he  had  profited  by  his  experience 

with  the  medical  students  at . 

/  In  an  art-gallery  I  saw  one  of  the  small  members  of  our  drawing- 
.■class  putting  into  practice  the  rules  formulated  by  her  many  years  ago. 

1/  I  learned  that  Miss  was  now  an  artist,  and  had  her  first  picture 

hung  "on  the  line." 

Within  a  Quaker  meeting-house  sat  a  quiet  assembly  robed  in  gray. 

Among  the  audience  I  spied  the  familiar  faces  of ■  and .    Next 

came  a  view  of  the  "heavenly  twins,"  known  otherwise  as  the  "kittens," 
or  "pussy-willows." 

An  orthodox  Protestant  church  next  caught  my  attention.    Would 

you  believe  it,  in  the  pulpit  was  Mr. ?    I  could  have  irnagined  him 

delivering  a  lecture  on  "Hot  Air,"  or  sounding  the  praises  of  Omega 
Oil,  much  more  easily  than  in  his  attempts  to  expound  the  Gospel. 

Next  a  large  concert-hall,  where  the  attraction  was  a  distinguished 
pianist,  Miss ,  just  returned  from  a  European  success. 

Several  views  quickly  passed,  showing  school-rooms  of  every  de- 
scription, from  kindergarten  to  high.  Among  the  teachers  were  some 
familiar  faces,  as  Miss ,  Miss . 

Then  a  beautiful  reception-room  filled  with  talented  and  learned 

people.    The  hostess  was  Miss ,  society  leader;  to  attend  her  social 

functions  was  considered  a  great  favor.    The  center  of  attraction  this 

evening  was  Miss  ,  prominent  mineralogist,  just    returned    from 

abroad  with  specimens  for  her  already  extensive  collection. 

Next  came  a  great  contrast.     I  was  in  darkest  Africa,  and  whom 
^should  I  see  but  Miss ,  there  as  missionary. 

The  following  picture  showed  a  gondola  floating  on  the  canals  of 
Venice.    In  it  was  Miss ,  married  to  an  Italian  count. 

An  Old  Maids'  Hall  formed  the  next  picture.     Here  that  happy 

.     group  of  girls  who  used  to  come  from ,  now  lived.    Doubtless  you 

w^all  know  them,  the  Misses  ,  ,  and  .   They  had  all  settled 

down  to  a  "single  state  of  blessedness,"  and  as  each  had  a  pet  cat,  I 
concluded  they  had  lost  all  hopes. 

I  saw  a  study  in  which  Miss and  Miss were  compiling  a 

geography,  right  up  to  date,  containing  questions  for  all  phases  of  the 
work, — detailed  descriptions  of  journey  methods,  etc. 

Miss was  busy  in  a  laboratory,  for  she  had  become  a  noted 

botanist. 

Next  Miss ,  in  such  an  environment  that  I  concluded  here  were 

"two  souls  with  but  a  single  thought." 

Again  a  large  hall,  where  Miss ,  (who  would  ever  have  thought 

it?)  was  presiding  at  a  Woman's  Rights  Association.      Among    the 


COMMENCEMENT  WEEK  83 

nembers  were  Miss  and  Miss ,  debating,  "Shall  Men  Be  Al- 

owed  to  Vote?" 

Another  view  revealed  Miss  ,  noted  singer,  especially  fine  in 

Jcotch  songs,  her  favorite  being  "The  Campbells  Are  Coming." 

A  large  and  attractive  building  next  caught  my  attention.     On  the 

awn  sat  Miss ,  matron  of  an  orphan  asylum,  surrounded  by  a  host 

f  children. 

Now  came  a  voice,  my  Fairy's  voice,  saying:  "Seek  no  longer  to 
ook  into  the  future;  the  thread  of  prophecy  has  come  to  an  end."  Had 
been  asleep?  Had  I  been  dreaming?  I  found  myself  in  my  own 
oom,  the  clock  striking  one,  sheets  of  manuscript  on  table  and  on 
loor.  Finding  that  my  manuscript  did  not  include  all  of  my  classmates, 
called  to  my  Fairy  to  give  me  again  the  magic-mirror,  but  no  re- 
ponse  came.  Dear  classmates,  those  whose  futures  I  have  not  re- 
ealed,  I  have  done  what  I  could, — be  kind  enough  to  overlook  my 
hortcomings  and  patiently  to  wait  for  what  the  future  has  in  store 
or  you. 


LAWYER'S  TEN  COMMANDMENTS. 


James  M.  Ggden. 


(From     address    at    Law     School    alumni    banquet,) 


1.  Be  loyal  to  interests  of  client  whose  cause  you  have  cham- 
ioned  and  in  his  cause  be  guided  by  high  moral  principle.  Do  not  let 
he  amount  of  your  fee  determine  the  amount  of  your  industry. 

2.  Neither  underestimate  nor  overrate  the  value  of  your  advice  and 
ervices  in  your  client's  behalf. 

3.  Be  honest  with,  and  respectful  to,  the  court. 

4.  Do  not  depend  on  bluff,  or  trick,  or  pull,  to  win  a  case,  but 
epend  on  thorough  preparation. 

5.  Give  a  measure  of  your  best  legal  service  to  such  public  affairs 
s  may  best  serve  your  community.  Remember  also  to  protect  the  de- 
snseless  and  oppressed. 

6.  Never  seek  an  unjustifiable  delay.  Neither  render  any  service, 
or  give  any  advice  involving  disloyalty  to  the  law. 

7.  Be  friendly  with  and  keep  faith  with  fellow-members  of  the 
Jar;  publish  their  good  characteristics  rather  than  their  shortcomings. 
Especially  be  on  friendly  terms  with  the  young  man  starting  in  the 

gal  profession,  and,  if  necessary,  inconvenience  yourself  in  order  to 
ncourage  him. 

8.  Do  not  discuss  your  cases  with  the  court  in  the  absence  of 
pposing  counsel. 

9.  Avoid  the  "easy-come-easy-go"  method  with  your  finances, 
lank  on  no  fee  until  paid. 

10.    Keep  up  regular  habits  of  systematic  study  of  the  law.    Acquire 
pecial  knowledge  in  some  one  of  its  branches.    Remember  the  law  is 
zealous  master. 


84  WERNER'S  READINGS  NO.  54 

OUR  CLASS  COLORS. 


M.  Dell  Adams. 


COLORS  may  mean  something  or  nothing,  much  or  little.  Colon 
may  be  viewed  philosophically;  molecular  structure  may  b< 
studied  that  the  colors,  merely  as  colors,  may  be  more  thoroughlj 
understood.  Physiologically  considered,  colors  have  their  influence  01 
the  sense  of  sight.  Psychologically  considered,  the  mind,  through  th< 
eyes,  is  acted  upon  by  colors.  In  the  mind,  in  the  soul,  there  is  a  mean 
ing,  there  is  a  significance,  there  is  a  sentiment,  in  colors.  A  coloi 
taken  as  a  standard  may  influence  an  entire  life.  A  color  may  be  th< 
symbol  of  lofty  ideals  and  fullest  determinations. 

The  Class  of stand  ready  to  fight  life's  battles  with  the  nobl< 

colors,  red  and  white,  on  our  standard.  This  is  not  a  combination  o: 
colors  merely  to  please  the  eye  with  its  harmonious  beauty.  There  is 
a  depth  of  meaning,  a  sublimity  of  sentiment,  there  is  a  loftiness  o 
principle  symbolized  in  our  colors.  With  the  red  for  valor,  and  the 
white  for  purity,  blended  together,  we  have  to  lead  us  the  symbols  of 
purpose  noble  and  uplifting. 

The  red  is  brilliant  and  deep.  It  speaks  of  a  valor  deep  and  true 
A  valor  such  as  our  Revolutionary  fathers  possessed  when  they  bravec 
the  hardships  of  the  stern  times  in  the  early  history  of  our  country! 
when  they  battled,  not  only  against  the  power  of  Great  Britain,  bu 
against  the  treachery  of  Indians;  against  inclemency  of  weather,  agains 
starvation  itself.  Our  forefathers  first  planted  this  seed  of  valor  whicl 
has  been  so  nobly  displayed  by  our  own  fathers.  It  was  the  valor  o; 
the  men  of  '61  that  prompted  them  to  stand  many  times  before  thi 
enemy  in  whose  ranks  a  brother  pointed  a  musket,  and  this  with 
steadfastness  to  right  not  to  be  surpassed.  The  same  valor,  with  whicl 
our  brothers  recently  displayed  on  board  our  warships,  and  in  the  hea 
of  the  enemies'  fire,  and  in  the  tiresome  and  diseased  camps,  we  hav< 
pledged  ourselves  to  always  possess.  This  same  valor  will  be  with  u 
in  the  rough  battles  of  life,  which  time  is  sure  to  place  in  our  pathway 

The  white  is  as  beautiful  and  as  significant,  wherever  seen.  Whiti 
is  always  beautiful,  always  the  symbol  of  purity.  With  the  white  an 
the  red  taken  to  lead  us,  we  shall  live  lives  of  valor,  of  purity  and  truth 
So  spotlessly  pure  the  beauty  of  the  white  is  always  impressive.  Ti 
behold  snow-clad  hills  and  valleys  mantled  with  snow,  to  see  on  a  win 
ter's  morning  trees  that  have  been  dead  "ridged  ice-deep  with  pearl 
is  not  only  a  sight  of  surpassing  beauty,  but  it  suggests  to  wearied 
hearts  that  once  more  the  good,  the  pure,  the  beautiful,  clothes  thj 
earth;  that  the  darkness  of  sin  and  sorrow  have  been  washed  awayl 
that  life  hereafter  will  hold  less  of  sorrow;  that  it  now  has  a  fuller, 
deeper  meaning. 

The  spotless  lily  speaks  the  beautiful  language  of  purity.  It  is  th 
flower,  sight  of  which  often  causes  the  wicked  man  to  turn  in  his  ways 
to  stop  and  think  of  the  wickedness  which  has  tarnished  his  life;  X.\ 
yield  to  his  better  nature;  to  ask  God  to  make  him  again  as  pure  a; 
the  lily.  The  purity  of  the  newly-fallen  snow  and  of  the  beautiful  lilj 
we  will  cultivate  in  our  lives  throughout  the  many  years  we  hope  ma; 
be  ours. 


COMMENCEMENT  WEEK  85 

In  starting  out  to  battle  with  the  vigorous  and  the  stern  realities 

if  life,  we,  Class  of  ,  will  launch  in  our  ship,  we  will  float  our 

olors  of  red  and  white,  and  will  steer  through  life  ever  living  up  to 
he  principles  which  they  symbolize. 

OUR  CLASS  COLORS. 


C.  S.  A. 


1 


"P*HE  golden  tints  of  morning  beam 
And  glorify  a  garden  bright; 
Where  baths  of  sunshine  splash  and  gleam 
Across  the  flowers  in  shade  and  light. 

Here  lie  the  banks  of  modest  green 

That  freshly  fill  their  humblest  place, 
To  weave  a  background  where  are  seen 

The  blossoms  of  a  gayer  grace. 

For  stronger  plants  in  crimson  blow, 

Contrasting  with  the  green  about; 
While  on  the  breezes  to  and  fro, 

They  waft  delicious  fragrance  out. 

The  statelier  purple  rather  love 
More  stiffly  with  the  wind  to  play; 

Its  sly  advances  they  reprove, 
Or  only  bow  and — look  away. 

So  shine  the  purple,  crimson,  green — 
As  glorious  as  the  stars  of  night; 

But  brightest  in  the  golden  sheen, 
And  over  all  there  blooms  the  white. 


"REMEMBER,  WE  ARE  QUITE  YOUNG: 
H.  S.  Osgood. 


KIND  friends  and  dear  parents,  we've  welcomed  you  here, 
To  our  nice,  pleasant  school-room,  and  teachers  so  dear, 
We've  wished  but  to  show  you  how  much  we  have  learned, 
And  how  to  our  lessons  our  hearts  have  been  turned. 

But  we  hope  you'll  remember  we  all  are  quite  young, 
And  now  that  we've  spoken,  recited,  and  sung, 
You  will  pardon  our  blunders,  which,  all  are  aware, 
That  even  the  greatest  may  frequently  share. 

We've  sought  your  approval  with  hearty  good-will, 
And  hope  the  good  lessons  our  teachers  instil 
May  make  us  submissive  and  gentle  and  kind, 
As  well  as  enlighten  and  strengthen  the  mind. 


86  WERNER'S  READINGS  NO.  54 

CLASS-DAY  DRILL  FOR  YOUNG  LADIES'  SCHOOL. 


Elise  West  Quaife. 


THIS  drill  is  most  effective  when  given  on  lawn.    It  is  particularly 
suitable  for  use  in  schools  located  on  an  elevation  of  land,  as  line 
of  girls  passing  down  hill  is  one  of  the  prettiest  features.     All 
girls  of  school  may  participate;  longer  the  line  better  the  effect. 


Diagram  I. 

Costumes:  Greek  or  fancy  costumes  may  be  used,  but  most  effec-  J 
tive  costumes  are  ordinary  white  afternoon  gowns.  If  desired,  fancy  j 
paper  sun-hats  of  the  class-color  may  be  worn.  White  wands  or  gar- 
lands of  flowers  may  be  carried.  If  wands  be  used,  let  each  be  decorated  I 
with  class-color  ribbon,  twisted  around  and  ending  at  top  of  wand  in 
many  streamers. 

Music:  Music  may  be  on  lawn,  or  on  porch  overlooking  lawn 
where  drill  is  given.  String  instruments  are  best,  but  piano,  supple- 
mented by  cornet,  may  be  used.  When  these  are  unattainable,  young: 
ladies  may  sing  appropriate  songs  in  slow  march  or  waltz  time.  For 
instance,  if  class-color  be  purple,  and  class-flower  the  pansy,  young 
ladies  may  sing  "Only  a  Pansy  Blossom." 

DRILL. 

1.  Line  forms  in  the  house.  Let  young  ladies  be  graduated  in  size, 
smallest  girl  as  leader.  Wands  or  garlands  are  held  in  R.  hand.  Girls; 
pass  slowly  out  of  house,  wand's  length  apart,  and  follow  leader  slowly 
down  hill,  as  shown  in  Diagram  I.  Make  as  wide  curves  as  are  effec- 
tive in  square  space  previously  laid  out  and  indicated  by  stakes,  trees, 
or  other  natural  means. 


COMMENCEMENT  WEEK 


87 


2.  When  bottom  line  center  of  square  is  reached,  leader  passes  to 
R.,  next  girl  to  L.,  and  so  on.  They  pass  in  straight  lines  around  sides 
of  square,  meeting  at  top  line  center. 


A  * 

X 

t 

|\     ' 

|P       X1 

■ 
s 

J 

X 

1 

v     / 

\ 

* 

% 

*           K 

-1 

\ 

J 

,     / 

i 

/ 

i 

J 

1 

t 

2. 

>.  ; 

J    V 

1        1 

\ 

Diagram  II. 

3.  Form  in  couples  at  top  line  center,  and  pass  down  slope  in 
straight  line  to  bottom  line  center.  First  couple  passes  to  R.,  second 
couple  to  L.,  and  so  on.  They  pass  around  sides  of  square  in  straight 
lines  to  top  line  center. 


C 

r     V 

% 

} 

'      V 

* 

*, 

(    *t 

* 

\ 

i 

e- 

,v 

1 

A  X 
*  X 
X        X 


Diagram  III. 


SL 


WERNER'S  READINGS  NO.  54 


4.  Form  in  fours  (one  couple  from  each  side)  and  pass  down  slope 
in  straight  line  to  bottom  line  center.  When  bottom  line  center  is 
reached,  girls  separate  into  lines  wand's  length  apart.  Outside  lines 
pass  along  as  indicated  by  arrows  1  (Diagram  II.);  inside  lines  pass 


Diagram  IV. 

along  as  indicated  by  arrows  2  (Diagram  II.).  As  girls  pass  along 
they  hold  wands  between  them  horizontally,  and  pass  back  up  slope  to 
top  line  center. 

5.  Outside  lines  march  down  slope  in  direction  indicated  by  arrows 
1  (Diagram  III.) ;  inside  lines  march  down  slope  in  direction  indicated 
by  arrows  2  (Diagram  III.).  They  pass  along  as  before,  holding  wands 


Diagram  V. 


COMMENCEMENT  WEEK 


89 


between  them  horizontally.  When  bottom  line  center  is  reached,  two 
R.  line  girls  pass  around  square  by  way  of  R.  and  two  L.  line  girls  pass 
around  square  by  way  of  L.  Once  again  they  meet  at  top  line  center. 
6.  Pass  in  couples  to  center  of  square;  separate,  and  march  as  in- 
dicated, by  arrows  in  Diagram  IV. 


Diagram  VI. 

7.  When  R.  and  L.  back  corners  of  square  are  reached,  girls  turn 
and  pass  along  as  indicated  by  arrows  in  Diagram  V.  When  girls  meet 
at  center  of  square,  smallest  girl  (original  leader)  crosses  first,  then 
leader  of  other  line,  and  so  on. 

8.  When  lower  R.  and  L.  corners  are  reached,  girls  face  center  of 


Diagram  VII. 


90 


WERNER'S  READINGS  NO.  54 


bottom  line  and  march  near  to  center  of  bottom  line.  Here  they  raise 
wands  or  garlands  high,  and,  with  them  touching,  pass  in  couples  up 
slope  to  top  line  center. 

9.  When  top  line  center  is  reached,  couples  in  lead  lower  wands  or 
garlands,  turn  round,  march  down  slope  under  wands  or  garlands  of 
girls  who  are  passing  up  slope.  Each  couple  in  turn  does  likewise. 
(See  Diagram  VI.) 

10.  When  first  couple  reaches  bottom  line  center,  girls  separate, 
one  girl  passing  to  R.  and  other  girl  to  L.  in  front  of  each  other,  as 
shown  by  curving  arrows  at  bottom  of  Diagram  VI.  They  pass  around 
sides  of  square  and  back  to  top  line  center. 

11.  When  leaders  reach  top  line  center,  girls  are  in  single  file 
about  sides  of  square;  they  all  join  hands,  holding  wands  or  garlands 
vertical,  form  circle,  and  dance  twice  around  merrily,  stopping  when 
smallest  girl  (leader)  is  near  bottom  R.  hand  corner.  All  unclasp  hands. 

12.  Smallest  girl  leads  others  diagonally  across  square  to  top  L. 
hand  corner,  then  around  in  curved  line  as  indicated  by  arrows  in  Dia- 
gram VII. 


Diagram  VIII. 

13.  From  their  position  in  No.  12,  girls  divide,  clasp  hands,  make 
two  separate  circles,  and  dance  around  twice;  then  unclasp  hands  and^ 
following  lead  of  smallest  girl,  pass  up  side  of  square  to  top  line  center. 

14.  When  top  line  center  is  reached,  girls  hold  wands  or  garlands 
flat  above  heads  with  both  hands,  then  pass  down  hill  in  serpentine! 
fashion,  as  shown  in  Diagram  I. 

15.  They  pass  around  square  by  way  of  R.  side  to  R.  side  center. 
At  this  point  smallest  girl  leads  them,  as  shown  by  arrows  in  Dia- 
gram VIII. 

16.  When  top  line  center  is  reached,  wands  or  garlands  are  raised 
obliquely  above  heads  with  R.  hands;  and,  with  bodies  gently  swaying, 
all  waltz  around  square  and  up  slope,  finally  lowering  wands  or  gar* 
lands  and  tripping  lightly  into  house. 


COMMENCEMENT  WEEK  91 

CLASS-DAY  TOASTS. 


(Curtain  rlaea   on  seven   girls   sitting   in   semicircle,   large   lily,    or   bunch   of 
lilies  in  left  hand.     Middle  girl  acts  as  toastmaster  throughout  exercise.) 


I.— PHILOSOPHY. 

TOASTMASTER.  Dear  friends,  we  have  met  to  celebrate  in  feast, 
not  a  feast  of  viands,  but  a  "feast  of  soul,"  an  occasion  that,  to  us, 
is  both  sad  and  glad.  It  were  easy  to  fall  into  the  melancholy 
manner  of  Ophelia,  "loaded  with  sweet  flowers,"  and  to  murmur, 
"Here's  rosemary,  that's  for  remembrance;  and  there's  pansies,  that's 
for  thoughts,"  but  there  is  more  gladness  than  sadness  in  our  hearts, 
as  we  come  bearing  lilies,  beautiful  symbols  of  Eastertide,  that  time  of 
renewed  life  and  hope.  This,  too,  is  another  awakening,  awakening  to 
duties  and  responsibilities  facing  us  as  we  step  out  into  the  world.  It 
is  a  time  for  beginning  over  again.  If  we  have  made  mistakes,  let  them 
be  forgotten  save  as  reminders  for  the  time  to  come,  and  let  us  set  our 
faces  in  the  right  direction.  Our  lilies  breathe  hope  and  faith,  of  opti- 
mism. The  optimistic  life  is  the  happy  one;  buoyant  hope  may  be  dis- 
appointed, its  fondest  anticipations  may  not  be  realized,  its  full  measure 
of  success  may  fail  of  attainment;  but  the  hopeful  heart  does  not  jump 
to  the  conclusion  that  this  is  simply  and  solely  a  world  of  disappoint- 
ments; it  accepts  and  makes  the  most  of  what  is  attained,  and  bravely 
tries  for  "better  things  next  time."  Such  is  the  true  philosophy  of  life. 
Let  us  study  it  until  we  are  able  to  say  with  the  poet: 

"I  see  more  light 
Than   darkness   in  the  world;    mine   eyes  are   quick 
To  catch  the  first  dim  radiance  of  the  dawn, 
And  slow  to  note  the  cloud  that  threatens  storm. 
The  fragrance  and  the  beauty  of  the  rose 
Delight  me  so,  slight  thought  I  give  its  thorn; 
And  the  sweet  music  of  the  lark's  clear  song 
Stays  longer  with  me  than  the  nighthawk's  cry. 
And   e'en   in  this   great   throe  of  pain   called  life; 
I  find  a  rapture  linked  'with  each  despair, 
Well   worth  the   price   of  anguish.     I  detect 
More  srood  than  evil  in  humanity. 
Love  lights  more  fires  than  hate  extinguishes, 
And  men  grow  better  as  the  world  grows  old." 

A  kindred  subject  to  philosophy  is  religion.  Next  to  me  is  one  better 
able  to  speak  to  you  on  the  deeper,  more  solemn  thoughts  in  life  than 
I.  Friends,  I  take  pleasure  in  introducing  Miss  A.,  who  will  answer 
to  the  toast,  "Religion." 

II.— RELIGION., 

Miss  A.:  It  has  been  said  that  "Peace  rules  the  day  when  reason 
rules  the  mind."  It  is  still  truer  when  religion  rules  the  heart.  Re- 
ligion is  not  a  supplement  of  life.  Religion  is  not  an  addition  to  life. 
Religion  is  knowing  how  to  use  one's  life.  It  is  the  art  of  living.  It 
is  knowing  how  to  use  eye,  and  hand,  and  foot;  how  to  use  intellect, 
and  fancy,  and  imagination;  how  to  use  conscience,  and  faith,  and  hope, 
and  love.  If  we  would  develop  this  higher  life,  the  life  of  conscience, 
and  faith,  and  hope,  and  love,  we  must  learn  to  employ  all  the  activities 
of  life  for  spiritual  ends  and  in  obedience  to  spiritual  laws.  Religion 
has  been  described  in  three  words,  faith,  hope,  love.    Faith  is  the  power 


92  WERNER'S  READINGS  NO.  54 

to  perceive  the  invisible.  Hope  is  the  power  to  see  how  in  everyday 
walks  a  to-morrow.  Love  is  sympathy,  service,  sacrifice.  If  these 
spirits  have  been  truly  absorbed  and  life  sings  their  music  to  the  soul, 
the  days  and  nights  and  weeks  and  months  will  shine  with  brighter 
light  because,  more  than  light  of  sun  or  moon,  it  is  the  reflection  from 
within  which  makes  the  way  of  our  earthly  pilgrimage  bright  or 
gloomy;  and  as,  it  seems  to  us,  so  will  it  seem  by  sympathy  to  those 
with  whom  we  associate,  for  "as  a  man  thinketh  in  his  heart,  so  is  he." 
Toastmaster:  Miss  A.  has  proven  me  right  in  saying  she  would 
give  thoughts  worth  pondering.  We  feel  uplifted  and  helped  by  her 
happily-chosen  words.  You  may  have  heard  that  "Music  is  the  child 
of  prayer,  the  companion  of  religion,"  so  I  now  ask  Miss  B.  to  speak 
on  music.  No  one  can  more  adequately  respond  to  the  toast  than  she, 
for  has  she  not  often  brought  to  us  "cheerfulness  that  wakes  the  heart 
to  joy"  with  her  sweet  voice?    Miss  B.,  friends. 

III.— MUSIC. 

Miss  B.:  By  our  toastmaster  speaking  of  music  in  relation  to  re- 
ligion, I  am  reminded  of  what  Alice  Thaxter  wrote  in  admiration  of 
Beethoven's  music: 

"If  God  speaks  anywhere,  in  any  voice, 
To  us  His   creatures,   surely   here  and  now 
We  hear  Him,  while  the  great  chords  seem  to  bow 
Our  heads,  and  all  the  symphony's  breathless  noise 
Breaks  over  us,  with  challenge  to  our  souls! 
Beethoven's  music!     From  the  mountain  peaks 
The  strong,   divine,   compelling  thunder  rolls; 
And,  'Come  up  higher,  come!'  the  words  it  speaks, 
'Out  of  your  darkened  valleys  of  despair; 
Behold,  I  lift  you  up  on  mighty  wings 
Into  hope's  living,  reconciling  air! 
Breathe,   and   forget   your  life's  perpetual  stings,— 
Dream,  folded  on  the  breast  of  Patience  sweet; 
Some  pulse  of  pitying  love  for  you  may  beat !'  " 

St.  Cecilia  stands  out  as  the  greatest  patron  of  music.  She  is  one  of 
the  four  great  virgins  of  the  Latin  church.  She  was  a  noble  Roman 
lady,  from  childhood  was  remarkable  for  piety.  She  excelled  in  music, 
playing  on  all  instruments,  but,  as  none  expressed  the  harmony  of  her 
soul,  she  invented  the  organ,  consecrating  it  to  the  service  of  God. 
Forced  by  her  parents  to  marry  a  pagan,  Valerian,  she  persuaded  him 
to  respect  her  vow  of  chastity  and  converted  him  to  the  new  faith,  tell- 
ing him  that  she  had  a  guardian  angel  whom  he  should  see  if  he  be- 
came a  Christian. 

"I  have  an  angel  which  loveth  me, 
That  with  great  love   whether  I  wake  or  sleep, 
Is  ready*  aye,  my  body  for  to  keep." 

Valerian  sought  out  Pope  Urban,  and  was  baptized.  Returning  home, 
he  beheld  standing  near  his  wife  an  angel  who  held  two  crowns  of  roses 
and  lilies  with  which  he  crowned  Cecilia  and  Valerian.  They  converted 
Valerian's  brother,  and  the  three  went  about  doing  good.  Valerian  and 
his  brother  were  put  to  death  for  refusing  to  join  in  sacrifice  of  Jupiter, 
and  subsequently  St.  Cecilia  herself  was  condemned  to  death  by  Al- 
machius.  A  headsman  was  called  in,  but  the  three  strokes  allowed  by 
law  failed  to  do  their  work;  the  half -beheaded  martyr  lived  three  days, 
in  which  she  converted  four  hundred  pagans. 


COMMENCEMENT  WEEK  93 

Toastmaster:  Music  unites  in  one  single  appeal  all  the  flood  of 
desire  that  in  one  moment  sweeps  over  the  human  spirit,  lifting  us  to 
ideals  and  aspirations.  As  music  addresses  the  feelings,  so  does  art. 
Art  has  its  peculiar  characteristics  making  it  what  it  is  and  which  it 
shares  with  nothing  else.  I  ask  Miss  C,  who  is  eminently  suited  to 
speak  on  the  subject,  to  address  you  on  art.  It  is  my  pleasure  to  intro- 
duce Miss  C. 

IV.— ART. 

Miss  C. :  Art  is  as  wide  as  the  human  race,  and  as  varied  as  human 
genius  and  character.  Yet  it  must  be  judged  from  its  height.  Its 
masters  make  its  laws.  Their  works  show  it  at  its  best.  It  is  in  these, 
therefore,  that  it  may  be  truly  and  wholly  known.  It  is  a  representa- 
tion of  nature,  of  man,  and  of  the  spiritual.  The  spiritual  or  ideal  is 
the  soul  of  art,  giving  it  elevation,  worth,  and  influence.  The  central 
principle  of  the  ideal  in  art  is  beauty.  Other  principles  may  find  place, 
but  this  holds  the  throne.  Beauty  in  art  corresponds  to  love  in  morals. 
This  is  the  perfection  of  art,  its  crown,  its  charm,  its  title  to  immor- 
tality. Beauty  is  natural  and  spiritual;  the  first  is  in  form,  the  second 
in  expression.  To  his  spiritual  vision  the  artist  gives  an  enduring  form, 
visible  to  all  who  have  an  eye  for  it.  But  for  the  spiritual  in  art,  a 
spiritual  eye  is  required.  Art  is  not  a  mere  copying  of  nature;  it  is  a 
representation  of  the  spiritual  or  ideal  in  nature.  Any  one  with  a  mind 
for  the  ideal  may  for  himself  see  nature  as  ideal,  even  though  he  cannot 
give  to  his  vision  form  or  expression.  But  the  vision  of  the  artist  is 
an  inspiration  that  is  creative  power,  reproducing  the  ideal  of  nature, 
not  by  imitation,  but  by  creation.  Hence  art  is  personal  according  to 
the  measure  of  its  creativeness.  The  works  of  the  great  masters  bear 
the  indelible  marks  of  their  genius.  A  work  of  art  not  only  represents 
some  scene,  or  object,  or  person,  but  the  mind  of  the  artist.  Art  is 
never  perfect,  but  always  better  than  it  was  yesterday.  So  with  this 
art  of  life.  There  is  no  perfect  life  in  the  sense  of  being  all  that  might 
be  possible,  but  every  day  may  be  better  than  yesterday. 

"Make  thy  life  better  than  thy  work.     Too  oft 
Our  artists   spend  their   skill  in  rounding  soft 
Fair  curves  upon  their  statues,  while  the  rough 
And  ragged  edges  of  the  unhewn  stuff 
In  their  own  natures  startle  and  offend 
The  eye  of  critic  and  the  heart  of  friend. 
If  in  thy  too  brief  day  thou  must  neglect 
Thy  labor  or  thy  life,  let  men  detect 
Flaws  in  thy  work!  while  their  most  searching  gaze 
Can  fall  on  nothing  which  they  may  not  praise 
In  thy  well-chiseled  character.     The  Man 
Should  not  be  shadowed  by  the  Artisan!" 

Toastmaster:  Our  opponents  sometimes  say  that  America  has  lost 
the  soul  of  beauty,  has  banished  the  glories  of  art,  that  all  dreams  of 
the  beautiful  have  been  swallowed  up  in  the  practical  realities  of  mod- 
ern life.  For  a  time  Puritan  austerity  checked  the  progress  of  art,  but 
it  has  risen  purer  and  nobler  for  the  refining  fire.  This  is  true  in 
literature;  already  in  that  old  New  England  home  an  illustrious  school 
of  poets  and  novelists  has  appeared  and  passed  away — Longfellow, 
Emerson,  Hawthorne,  Whittier,  Lowell,  Holmes, — what  more  glorious 
earnest  of  a  bright  picture  for  American  art  and  literature?    I  shall  ask 


94  WERNER'S  READINGS  NO.  54 

Miss  D.  to  pay  a  tribute  to  literature.    I  have  the  honor  of  introducing 
Miss  D. 

V.— LITERATURE. 

Miss  D. :  Literature,  like  art,  is  a  representation  of  nature,  of  man, 
and  of  human  life.  It  is,  like  art,  an  ideal  reproduction  of  them,  which, 
in  a  certain  appearance,  makes  them  fixed  and  communicable.  Paint- 
ing, in  its  influence,  is  more  vivid, — words  are  more  full  and  expressive. 
Literature  is,  therefore,  like  art,  a  creation,  whence  it  derives  its  per- 
sonal or  individual  character.  The  character  and  excellence  of  literary 
productions  correspond  to  the  individual  genius  of  the  writers.  This  is 
true  in  some  sense  in  other  writings;  but  in  literature  it  is  seen  in  a 
higher  degree.  The  reason  of  this  seems,  to  be  that  literature  is  more 
a  work  of  art,  that  is,  more  of  a  creation  by  the  individual  mind.  But 
literature  is  not  only  individual  but  national;  and,  as  national,  histori-, 
cal,  in  that  it  covers  various  periods  of  national  life.  As  national  and 
historical,  it  is  composite  and  comparative,  shewing  not  only  many  in- 
dividuals, but  many  nations  and  ages  in  manifold  and  various  aspects. 
The  influence  of  literature  arises  from  the  fact  that  the  writer  possesses 
in  an  extraordinary  degree  what  all  men  possess  in  an  ordinary  degree 
— he  to  create,  they  to  appropriate  and  enjoy.  A  few  minister  to  the 
many.  The  imagination  of  the  writer  excites  the  imagination  of  the 
reader,  contributing  to  his  pleasure  and  profit.  Truth  appears  in  liter- 
ature rather  as  sentiment,  that  is,  not  in  an  abstract,  but  in  a  concrete 
form,  or  as  proceeding  from,  and  addressed  as  well  to,  feeling  as  to 
reason.  It  is  truth  as  it  appears  and  is  known  in  character,  conduct, 
and  life;  hence  its  influence  in  literature  is  of  the  same  kind  as  its  in- 
fluence in  actual  life. 

Toastmaster:  The  present  has  sprung  from  the  past,  and  presses 
on  to  the  future.  The  present  is  the  past  maturing.  The  past  is  in 
the  present,  not  as  past  but  as  enduring.  The  present,  because  of  pro- 
gress, is  more  than  the  past,  but  history  possesses  the  highest  interest 
and  importance.  History  comprises  events  relating  to  men  in  what 
they  are,  do  and  say, — to  government,  laws,  institutions,  religion. 
I  propose  that  Miss  E.  respond  to  the  toast,  "History."  Miss  E., 
friends. 

VI.— HISTORY. 

Miss  E.:  History  is  a  great  romance.  Fancy  and  reality  are 
blended  in  almost  imperceptible  gradations.  The  true  and  the  false 
play  through  such  mystical  lights  that  the  one  seems  scarcely  distin- 
guishable from  the  other.  But  with  all  its  varying  accidents,  the  record 
of  nations  is  a  story  of  the  triumph  of  substance  over  mere  shadow;  its 
one  great  lesson  is  that  right  must  ultimately  prevail.  A  State  is  true 
and  permanent  only  as  its  institutions  and  outward  development  ex- 
press an  inner  spirit  answering  to  the  highest  principles  of  the  soul. 
If  a  nation  lack  this  deeper  life,  if  it  be  animated  by  no  nobler  senti- 
ments than  mere  material  ambitions,  its  glories  are  as  transient  as  the 
golden  tints  of  sunset.  The  history  of  America  is  a  miracle  of  practical 
progress.  The  treasures  of  commerce  and  industry  have  been  bestowed 
with  lavish  hand.  Prosperity  abounds  in  riches  and  in  luxury  such  as 
no  other  people  ever  knew.    But  is  there  nothing  deeper  than  the  gilded 


COMMENCEMENT  WEEK  95 

surface?  Do  the  eternal  principles  of  love,  of  beauty,  and  of  truth,  have 
no  part  in  this  civilization?  Let  history  answer.  Was  it  love  of  gold 
that  stirred  the  hearts  of  the  colonists  to  shake  off  the  shackles  of 
tyranny  and  stand  forth  in  the  glory  of  their  free  manhood?  Was  it 
desire  for  comfort  that  caused  the  nation  to  rise  against  the  curse  of 
slavery,  and  proclaim  all  men,  by  divine  right,  free  and  equal?  Is  it 
deification  of  wealth  that  has  made  it  possible  for  poverty  to  claim  the 
highest  honors  of  the  land,  and  for  every  man  to  stand  by  no  other 
criterion  than  that  of  individual  worth?  Is  it  love  of  luxury  that  has 
founded  crusades  for  temperance  and  conceived  schemes  for  worldly 
evangelization?  Is  it  thoughts  of  gold  that  have  established  free  edu- 
cation and  freedom  in  religion;  that  have  emancipated  woman;  that 
have  formed  visions  of  eternal  peace?  There  are  principles  in  this 
nation's  life  deeper  than  any  avarice.  And  in  these  we  find  the  true 
soul,  the  real  groundwork  of  American  civilization.  Glimmering  bub- 
bles they  appear,  but  eternity  has  stamped  them  for  her  own.  They 
will  endure 

"When  seas  shall  waste,  the  skies  to  smoke  decay, 
Rocks  fall  to  dust  and  mountains  melt  away." 

Toastmaster:  In  the  march  of  progress  no  greater  influence  has 
been  brought  to  bear  upon  human  culture  than  the  growth  in  language. 
I  shall  ask  Miss  F.,  who  is  eminently  fitted  to  point  out  the  beauties 
and  influence  of  words,  to  respond  to  the  toast,  "Language."    Miss  F. 

VII.— LANGUAGE. 

Miss  F.:  There  is  close  connection  between  growth  of  language 
and  the  whole  progress  of  human  development.  In  every  age  language 
bears  the  stamp,  to  some  degree,  of  the  prevailing  tendencies  and  ideas 
of  the  times.  New  subjects  of  thought  occupy  the  minds  of  men;  new 
phases  of  society,  new  questions  of  life,  and  duty,  and  destiny.  It  is 
true  there  are  other  ways  that  thought  may  be  communicated;  for  ex- 
ample, by  gestures,  signals,  and  pictorial  signs.  But  the  expression  of 
thought  by  means  of  language,  that  is,  by  articulate  speech  or  by  writ- 
ten characters,  is  the  most  exact,  the  most  noble,  and  the  most  digni- 
fied. Our  work  is  not  to  abuse  language  but  to  ennoble  and  develop 
it;  to  ennoble  it  as  the  organ  of  divine  powers  to  produce  effects  be- 
yond its  original  capacities. 

"They  come  not  back — 
Remember,  three  things  come  not  back: 
The  arrow  sent  upon  its  track — 
It  will  not  swerve,  it  will  not  stay 
Its  speed;  it  flies  to  wound  or  slay. 

"The  spoken  word,  so  soon  forgot 
By  thee,   but   it   has   perished   not; 
In  other  hearts  'tis  living  still 
And  doing  work  for  good  or  ill. 

"And  the  lost  opportunity — 

That  cometh  back  no  more  to  thee; 

In  vain  thou  weepest,  in  vain  dost  yearn, 

These  three  will  nevermore  return." 


96  WERNER'S  READINGS  NO.  54 

VIII.— SCIENCE. 

Toastmaster:  Tributes  have  been  paid  to  Religion,  Music,  Art, 
Literature,  History,  and  Language.  I  should  like  to  add  a  word  for 
Science.  The  leading  spirit  of  the  age  is  essentially  the  scientific 
spirit, — the  spirit  of  free  and  honest  inquiry,  of  careful  investigation  by 
observation  and  experiment,  v/ith  an  aim  to  know  the  exact  truth  and 
the  whole  truth.  Study  of  nature,  search  for  knowledge  in  such  a  spirit, 
have  led  to  astounding  results.  They  have  transformed  the  world, 
starting  it  on  a  new  and  swift  career  of  progress.  They  have  unveiled 
the  secrets  of  nature,  and  made  man  its  master.  They  have  thus  vastly 
increased  his  power,  by  subjecting  to  his  will  the  latent  forces  of  nature. 
The  useful  arts,  the  numberless  inventions  which  have  contributed  so 
much  to  modern  progress,  show  science  on  its  practical  side.  For 
science  is  not  mere  knowledge,  but  has  its  practical  end  in  the  promo- 
tion of  human  welfare.  This  is  not,  indeed,  its  only  end,  for  it  has  a 
higher  use  in  culture  of  the  mind;  but  the  lower  use  itself  is  its  full 
justification,  and  is  promotive  of  the  higher  use. 

CLOSING  WORDS  TO  CLASS. 

Classmates,  we  cannot  sunder  the  pleasant  associations  which  have 
bound  us  together,  without  acknowledging  the  debt  of  gratitude  we  owe 
to  our  teachers,  and  to  our  school,  for  their  fostering  care.  I  propose 
that  we  all  in  unison  pay  tribute  to  teachers  and  alma  mater.  May 
prosperity  and  happiness  attend  them! 

• 
(All  rise  and,  standing  in  semicircle  with  upraised  lilies, 
repeat  in  unison  the  following:) 

"Gracious  teachers!  if  bewildered 

We  have  halted  by  the  way. 
If  low  bowing:  o'er  our  failures, 

We  have  lost  hope's  cheering:  ray, 
Then  thy  gentle  guidance  lending-, 

Thou  hast  bade  us  lift  our  eyes; 
When,  behold!  the  goal  seemed  nearer. 

Brighter  shone  the  glorious  prize. 

"Alma  mater!  noble  mother! 

Give  us  of  thy  mighty  power; 
Bless   us   with  thy   far-famed  wisdom; 

Cheer  us  in  the  parting  hour. 
We  are  going  forth  to  conquer 

Foes  without  and  self  within; 
Onward,  forward,  ever  pressing, 

Laurels  fresh  for  thee  to  win." 

HINTS  ON  GIVING  "CLASS-DAY  TOASTS." 

'All  parts  should  be  thoroughly  memorized  and  spoken  so  naturally  that  they 
will  have  effect  of  being  extemporaneous.  Be  dignified  and  impressive.  Speak 
slowly,  clearly,  enunciating  distinctly  so  that  not  a  word  is  lost.  * 

I.— PHILOSOPHY. 

Look  from  right  to  left  at  girls  on  each  side  of  you.     Seem  not  to  fed  pres- 
ence of  audience.     Emphasize  "viands,"  "soul."     Keep  voice  up  on  'sad,       glad, 
lightly   suggesj TopheUa--her  melancholy    manner-clasp    hands    loosely    down 


COMMENCEMENT  WEEK  97 

ront;  or,  if  lilies  interfere,  bring:  them  together.  Make  gesture  with  R.  hand  as 
?  giving-  flower,  as  you  say  "here's  rosemary,"  and  one  with  left  hand  on  "there's 
ansies."  Hold  up  lilies  a  little  on  "bearing  lilies."  Backward  gesture  on  "if 
•e  have  made  mistakes,"  bringing  hand  front  on  "in  the  right  direction."  •  Look 
own  at  lilies  brought  to  waist  as  you  say  "our  lilies  breathe,"  etc.  Then  look  out 
lto  the  audience  on  "the  optimistic  life,"  etc.  Let  joy  be  in  your  tone  through- 
nt  verse.  Make  gesture  oblique  front  for  "the  first  dim  radiance  of  the  dawn;" 
ring  hand  up  higher  for  "cloud."  Point  to  "rose"  nearer  you,  letting  voice  ex- 
ress  "delight."  _  Point  up  higher  for  "lark."  Bring  both  hands  to  chest  on  "life." 
ive  last  two  lines  slowly,  decided  emphasis  on  "love,"  "lights,"  "hate"  "ex- 
nguishes,"  "better,"  "old."  Then  change  manner.  Indicate  next  speaker  with 
lpine  hand. 

n.— RELIGION. 

Give  toast  quietly,  sincerely,  impressively.  Use  no  gestures.  Emphasis  comes 
a  every  new  subject,  predicate,  and  object.     Pause  before  conjunctions. 

m.— music. 

Dramatic  force  can  be  put  into  the  sonnet.  Look  upward  in  first  line.  Bring 
ltspread  hands  to  chest  in  second.  Suggest  listening  attitude  in  third.  Droop 
ead  on  "bow  our  lvi"c-Is."  On  "breaks  over  us"  lot  both  bands  be  carried  out 
■om  head,  then  broviiit  to  chest  on  "challenge  to  our  souls."  Let  voice  express 
reat  admiration  on  "Beethoven's  music!"  Point  upward  oblique  on  "mountain 
saks."  Fling  out  both  arms  supine  on  "come  up  higher."  Sustain,  that  gesture 
trough  next  lines,  raising  arms  higher  on  "lift  you  up."  Bring  arms  clasped 
sross  chest  on  "folded  on  the  breast."     Tell  story  of  St.  Cecilia  simply. 

IV. — ART. 

Speak  slowly.  Give  every  syllable  full  value.  In  enumeration,  as  in  "eleva- 
on,  worth,  influence,"  give  all  but  last  word  rising  inflection,  the  last  word  fall- 
\g  inflection.  Carry  out  this  rule  in  "its  crown,  its  charm."  etc.  Let  voice 
lange  as  you  say  "so  with  this  art  of  life."  Give  poem  without  gesture,  bnt 
ake  long  pauses  and  speak  impressively.  In  reciting  poem,  let  voice  color  words 
Ice  "soft,"  "fair,"  "ragged,"  "startle,"  etc. 

V. — LITERATURE. 

Remember  ruJ?  i' given  in  No.  IV.)  of  enumeration  here*  There  are  several 
•portunities  to  put  it  into  practice.  Be  careful  of  pronunciation  of  "literature." 
jast  should  be  given  without  "set  gestures,"  slowly  and  with  dignity. 

VI.— HISTORY. 

Questions  that  can  be  answered  by  yes  or  no  take  rising  inflections.  If  not, 
iey  take  falling.  Increase  in,  dramatic  fervor  during  toast.  No  particular  gen- 
res except,  if  you  like,  on  "stirred  the  hearts,"  "shake  off  the  shackles  — y°tYl 
»nds  outward  oblique,  "and  stand  forth,"  head  erect,  hands  little  out  from  sides. 
a  concluding  lines  of  poem  gesture  with  prone  hands  front  on  "seas,  '  pointy 
ward  on  "skies,"  bring  hand  down  on  "fall  to  dust,"  then  higher  on  moun- 
■lns,"  and  bring  gradually  down  on  "melt  away." 

VLT.— LANGUAGE . 

Give  first  part  of  prose  simply,  voice  little  lighter  in  pitch  than  in  other 
asts.  Grow  more  impressive  as  you  proceed,  and  give  poem  earnestly.  Em- 
latic  words  are  "back,"  "remember,"  "three,"  "arrow,"  "swerve,"  "stay," 
round,"  "slay,"  "spoken  word,"  "soon,"  "perished,"  "not,"  "other,"  "still," 
■ood,"  "ill,"  "lost  opportunity,"  "no  more,"   "vain,"  "yearn,"   "nevermore." 

vm. — SCIENCE. 

Give  toast  simply  and  earnestly.  Change  manner  as  you  address  class.  Speak 
jcerely,  tinge  of  sadness  in  voice.  All  rise,  and  repeat  lines  with  uniform  move- 
snts  or  gestures.  In  first  verse,  third  line,  slightly  droop  head,  raising  it  and 
es  on  sixth  line.  Hand  stretched  front  on  seventh,  raise  hand  little  on  eighth. 
ith  arms  outstretched  on  "give  us."  Turn  hand  over  prone  extended  on  "bless 
.'*  Bring  hands  to  chest  on  "self  within."  Extend  hand  in  next  to  last  line, 
lise  lilies  high  on  last  line. 


98 


WERNER'S  READINGS  NO.  54 
CLASS  MOTTOES. 


G  R  AD  ATI  M— Step  by  step. 
Jucundi  acti  lab  ores — Pleasant  are  past  toils. 
Semper  paratus — Always  ready. 
Finis  coronet  opus — The  end  crowns  the  work. 
Animo  et  fide— By  courage  and  faith. 
Audax  et  cautus — Bold  and  cautious. 
Avise  la  fin — Weigh  well  the  end. 
Certum  voto  pete  finem — Set  definite  bound  to  your 

desire. 
Celui  qui  veut — celui-la  peut — Who  has  will,  has  skill. 
Casseis  tutissima  virtus — Safest  helmet  is  virtue. 
Ducit  amor  patriae— Love  of  country  leads. 
Deus  major  columna — God  the  strongest  pillar. 
Jamais  arriere — Never  behind. 
Vincit  omnia  Veritas — Truth  conquers  alljMngs. 
Vigilate  et  orate — Watch  and  pray. 
Vive  ut  vivas — Live  that  you  may  live. 
Tout  vient  a  temps  pour  qui  sait  attendre — Everything 

comes  seasonably  to  him  who  knows  how  to 

wait. 
Vogue  la  galere — Forward,  come  what  may! 
Gnothi  seauton — Know  thyself. 


CLASS  AND  COLLEGE  YELLS. 


WELLESLEY  COLLEGE: 

Tra  la  la  la,  Tra  la  la  la, 
Tra  la  la  la  la  la  la, 
Wel-Les-Ley-  Welles-ley. 
UNIVERSITY  OF  NORTH  DAKOTA: 
(Like   Indian  war-whoop.) 
Odz — dzo— dzi!     Ri-ri-ri! 
Hy — ah,  hy-ah!    North  Dakota! 

WILLIAMS  COLLEGE: 

Rah!  Rah!  Rah!  Yums,  yams,  yums! 
Will-yums ! 

VASSAR   COLLEGE: 

Rah!  Rah!  Rah!  Rah!  Rah!  Rah! 

V-a-s-s-a-r,  Vassar! 

North  and  South!  East  and  West! 

Pennant!  Pennant!  P.  D.  S.  Vassar. 
WEST  POINT  MILITARY  ACADEMY: 

Rah!  Rah!  Ray!  Rah!  Rah!   Ray! 

West  Point!  West  Point!  Armay! 

UNIVERSITY  OF  KANSAS: 
Rock — Chalk — Jay-Hawk-K.  U. 

UNIVERSITY  OF  ILLINOIS: 

Rah — hoo-rah,  Zip  boom-  ah! 

Hip — zoo,  rah-zoo. 

Jimmy  blow  your  bazoo!  Ip-sidi-iki. 

U.  of  I.  Champaigrn! 
UNIVERSITY  OF  NORTH  CAROLINA: 

Rah!  Rah!  Rah!!! 

White  and  blue! 

Vive-la!  Vive-la  N.  C.  U. 


HOPE  COLLEGE: 

H-O-P-E-Rak-Rah-Hope ! 

NOTRE  DAME  UNIVERSITY: 
Rah!  Rah!  Rah!  Gold  and  blue, 
Rah!  Rah!  Rah!  N.  D.  U.! 

HANOVER  COLLEGE: 
Han,  Han,  Han-o-ver! 

COLLEGE  OF  CITY  OF  NEW  YOI 
Rah!  Rah!  Rah!  C.  C.  N.  Y.! 

UNIVERSITY  OF  PENNSYLVANIA 
Hurrah,  Hurrah,  Penn-syl-va-ni-a, 
Hurrah  for  the  Red  and  the  Blue; 
Hurrah,  Hurrah,  Hurrah,  Hurrah, 
Hurrah  for  the  Red  and  the  Blue, 

JOHNS  HOPKINS   UNIVERSITY: 
Rah!  for  the  black  boys! 
Rah!  for  the  blue  boys! 
Rah!  for  Johnny  Hopkins,  Rah! 

BELOIT  COLLEGE:  .    . 

Beloit!  Beloit!  Rah!  rah!  rah!  ral 
Scientica  vera  cum  fide  pura. 
Beloit!  Beloit!  Rah!  rah!  rah!  ral 
That's  the  stuff!  Rah!  rah!  rah! 

OHIO  WESLEYAN  UNIVERSITY 

O-wee,  wi,  wow,  Al-lee  ka-zee,  zi,  z 

Ra-zee,  zi,   zu,  Vi-va,  vi-va,  vi-vi 

O.  W.  u. 

CARLETON  COLLEGE: 
C-a-r-le  for  a  C-a-r-le 
To-  to-ny  for  a  p-n-n 
Carleton!  Carleton!  Carleton! 


: 


- 

COMMENCEMENT  WEEK  99 

PARTING-HOUR. 

(Valedictory.) 


Edith   Putnam   Painton. 


rHE  journey  of  life  is  along  a  road  of  many  windings  and  turnings. 
Oft-times  we  find  it  extremely  difficult  to  look  either  forward  or 
backward — forward,  because  we  can  see  only  such  a  little  way 
yond  our  present  position;  backward,  because  of  tears  blinding  our 
es — tears,  perhaps,  of  sorrowful  memories,  but  more  often,  it  may  be, 
regret  over  loss  of  past  joys.  As  we  walk  it,  the  road  seems  long, — 
is  road  of  life;  but,  when  we  glance  back  over  the  miles  traveled, 
•w  pitiably  short  the  road  is,  after  all;  while  here  and  there,  along 
path,  we  see  the  gleam  of  a  milestone  marking  the  passing  of  one 
are  mile. 

To-day  we,  as  a  class,  reaching  the  first  milestone,  pause  to  look 
ck  over  the  last  four  years  with  strange  blending  of  regret  and  s^tis- 
:ticn.  Ever  since  we  began  our  studies,  our  eyes  have  been  turned 
this  hour  as  the  goal  _pf  our  ambition.  We  have  studied  for  it, 
irked  for  it,  planned  for  it,  thought  for  it,  dreamed  for  it,  as-  the 
alization  of  our  hopes  and  desires.  As  year  after  year  passed,  it 
emed  almost  as  far  off  as  ever;  and  yet  the  bright  star  in  our  path- 
ly  led  us  on  until  at  last  we  stand  at  the  gateway,  and  half-gladly,. 
3f-sadly,  look  backward.  For  four  years  v/e  have  traveled  hand  in 
nd  along  a  sheltered  way,  plucking  blossoms  of  learning  as  they 
ew  close  to  hand;  and,  what  is  of  even  greater  importance,  gather - 
j  also  the  fruits  of  purity,  nobility,  and  truth  that  hereafter  must  be 
mly  engrafted  into  every  fiber  of  our  natures.  We  have  been  care- 
ly  guarded  by  kind  and  zealous  instructors  from  every  adverse  wind 
thought  and  every  taint  of  evil  to  be  met  in  aj world  of  action  just 
yond  us.  Now  our  hands  unclasp;  sorrowfully  we  separate  to  go 
r  different  ways,  to  live  the  lives  to  which  we  shall  be  called,  no 
,[iger  as  a  class,  but  as  individuals.  'Is  it  strange,  then,  that  we  shrink 
>m  the  parting  word,  and  draw  back  into  the  shelter  of  this  peaceful 
ven,  as  though  fearful  cf  the  future? 

Our  school-life  has  been  a  happy,  inspiring  life  to  each  of  us,  a  life 
fellowship  and  fraternal  intercourse  that  cemented  the  class-tie,  and 
.1,  I  trust,  make  us  all  look  on  each  other  in  after  years  as  something 
arer  and  dearer  than  mere  ordinary  friends.    Of  course,  we  have  had 
ies  of  depression  and  anxiety — notably  examination  days,  and  rhetor- 
Is — and  our  appearances  on  these  occasions  may  not  always  have 
led  materially  to  our  intellectual    reputation.     We    have    had    sad 
oughts  too,   sometimes.     Even  from   our  Freshman  year  we  have 
lized  that  we  were  seeing  our  happiest  days;  that  the  parting-hour 
i,lj7  too  soon  wc'_!d  separate  our  paths  for  all  time,  making  all  our 
ure  widelv  different  from  our  past.    We  have  learned  many  lessons, 
i[ne  of  them  well.     We  realize  that  the  most  important  lessons  are 
"t  in  text-books.    As  we  step  out  of  school-life  into  life's-school,  we 
«:onscious  that  the  hardest  lessons  are  yet  to  come. 
'To  cur  instructors,  one  and  all,  we  say  in  farewell:    We  may  forget 
h  text-book  lore,  but  we  shall  never  forget,  nor  outgrow,  the  ten- 
ses for  good  that  you  have  developed  into  our  characters  during 


100 


WERNER'S  READINGS  NO.  54 


l 
the  last  four  years.     Often  in  the  time  to  come,  our  minds  will  tij 
back  to  you,  and  to  your  faithful  and  patient  dealings,  with  us,  until 
shall  long  to  return  to  the  shelter  and  rest  of  your  counsel. 

To  the  Board  of  Education,  and  to  all  others  who  have  helped 
make  these  years  pleasant  and  profitable,  we  extend  sincere  than 
We  trust  we  may  prove  by  our  careers  that  your  efforts  for  us  were  - 
without  profitable  results.  v* 

To  you  Juniors,  who,  at  your  reception  to  us,  have  given  us 
hearty  a  god-speed,  we  extend  our  thanks,  our  blessing,  our  good-vv 
our  best  wishes— our  sympathy.  We  know  how  hard  it  will  be  for  5 
next  year  satisfactorily  to  fill  our  places.  We  trust  you  may  succi 
in  mustering  up  sufficient  dignity  to  carry  off  the  honors  with  so 
degree  of  fitness.  - 

To  you  Freshmen,  we  extend  congratulations  that  you  have  at  1 
survived  through  the  sufferings  of  the  year,  andJiL^flur-»ew-eepac 
o£Jiw*se-&5dr*"  may  take  pleasure  in  avenging  your  wrongs -try~mft 
ing  like  tortures  en  the  incoming  class. 

And  now,  classmates,  only  one  word  remains  to  be  said— the  w< 
of  farewell.  It  is  a  hard  word  to~  say.  The  strange  lump  that  cor; 
into  our  throats,  when  we  try  to  say  it,  tells  us  better  than  any  w< 
how  dear  we  have  become  to  one  another.  So  far,  our  paths  h< 
lain  together;  we  have  been  happy  in  the  companionship.  Now 
must  go  different  ways,  to  do  we  know  not  what.  (We  may  think  < 
futures  are  plainly  marked  out,  but  Fate*  may  determine  otherwise  r 
make  our  lives  widely  different  from  out  Kbpes^  and  plansS  Let 
however,  step  forth  bravely  and  nobly/ our  hearts  filled  and  thnl 
with  earnest  and  noble  purposed  trusting  that  whatever  our  lots  may 
we,  each  and  all,  may  be  identified  with  whatsoever  is  noble  and  go 
'  Classmates,  good-bye!    Let  us,  as  we  part,  determine  to 

"So  live,  that  when  thy  summons  comes  to  join 
The  innumerable   caravan,  which  moves 
To  that  mysterious  realm,  where  each  shall  take 
His  chamber  in  the  silent  halls  of  death, 
Thou  go  not,  like  the  quarry-slave  at  night, 
Scourged  to  his  dungeon,  but,  sustained  and  soothed 
By  an  unfaltering  trust,  approach  thy  grave, 
like  one  who  wraps  the  drapery   of  his   couch 
About  him,  and  lies  down  to  pleasant  dreams. 

CLASS-DAY  AND  IVY-DAY  PROGRAMS 
AND  EXERCISES. 


(Suggestive.) 


PROGRAM  I. 


SALUTATORY. 

CLASS  ROLL. 

CLASS  HISTORY.  Average  weight,  to- 
tal weight,  average  age,  total  age, 
average  height,  total  height,  birth- 
place. Religious  preferences;  some 
declare  they  have  none,  others  pro- 
fess to  be  Shintoists,  Mormons,  Pla- 
tonists,  Infant  Damnationists,  Vege- 
tarians,   etc.      Political    preferences. 


Intended  occupations:  name  var 
professions  and  vacations,  stai 
one  pupil  intends  to  become  h 
ernof  of  the  State,  another  pupil j 
tends  to  become  president  oi 
United  States,  etc.  Announce  W 
of  voting  on' favorite  professor,  II 
popular  student,  handsomest  studi 
luckiest  student,  wittiest  stud 
noisiest  student,  laziest  student,  t 


COMMENCEMENT  WEEK 


101 


PROGRAM  I. — Continued. 

ILASS  POEM. 

ELECTIONS  to  secret  societies  an- 
nounced. 

LASS  PROPHECY,  satirizing  idiosyn- 
cracies  of  class. 

RESENTATION  ORATION,  Class  Poet 
receiving-  wreath  of  ooison  ivy. 

ALEDICTORY  ORATION. 

EW-TREE   ORATION. 

LASS   ODE. 

[D?E  OF  PEACE  passed  and  smoked. 

PROGRAM  H. 

jRCHESTRAL  MUSIC. 
RESIDENT'S  ADDRESS. 
LASS  HISTORY. 
lOCAL  SOLO. 

LASS  ESSAY. 

LASS  POEM. 

DYL. 

RATION. 

OCAL  SOLO. 

LASS  PROPHECY. 

"RCHESTRAL  MUSIC. 

RESENTATION. 

RCHESTRAL  MUSIC. 

LASS  OFFICERS:  (Insert  names  of 
officers  and  of  committeemen) :  Pres- 
ident, Vice-President,  Secretary.  Cor- 
responding- Secretary,  Treasurer,  Ex- 
ecutive Committee.  » 


PROGRAM  JH. 


ALE   QUARTET. 

LASS   HISTORY. 

IOLIN  SOLO. 

RACLE. 

ASS   SOLO. 

ROWLER. 

OMFORTER. 

USIC. 

LASS  POEM. 

RESENTATION. 

ONTRALTO   SOLO. 

LASS  WILL  AND  SENIOR  CHARGE. 

QNIOR  REPLY. 

LASS  SONG. 

PROGRAM  rV. 

XPLANATION  OF  CLASS-DAY. 

LASS  POEM. 

RESIDENT'S  ADDRESS. 

JLLUTATORY. 

PEECH     OF     MASTER     OF     CERE- 
MONIES,  OR  DUX 
,>  Y  ORATION. 
ILASS  SONG. 

''LASS   WILL  AND   TESTAMENT. 
WY  POEM. 

LASS  ORATION. 

LASS  HISTORY. 

ROWLER. 

RESENTATION  SPEECH. 
JUNIOR   CHARGE. 
ASS  PROPHECY. 

LASS    COLORS. 


PROGRAM  V. 

PROCESSIONAL. 

ADDRESS  OF  WELCOME. 

SONG. 

CLASS  HISTORY. 

VOCAL  SOLO. 

ELEMENTS    OF    19 — . 

VOCAL  SOLO. 

DEBATABLE   QUESTIONS. 

VOCAL  SOLO. 

VIOLIN   SOLO. 

PRESENTATIONS. 

PROGRAM  VL 

GLEE  CLUB. 
SALUTATORY. 

PRESENTATION      OF       CLASS      ME- 
MORIAL. 
ORATION. 
READING. 
GLEE  CLUB. 
HISTORY. 
READING. 
PROPHECY. 
ODE.     Sung:  by   Class. 

PROGRAM  VII. 
IVY-DAY   PROGRAM- 
SONG. 

INVOCATION. 
PIANO  SOLO. 
GREETING. 
IVY  POEM. 
MALE    QUARTET. 
OUR   CLASS   MOTTO. 
OUR   CLASS  COLORS. 
PIANO  DUET. 
nrY  ORATION. 
PLANTING  IVY. 
PIANO  OR  OTHER  MUSIC. 

PROGRAM  VTDL 

ADDRESS  OF  WELCOME. 

By   Class   President. 
RESPONSE. 

By  College  President. 
CLASS   HISTORY. 

By  Class  Historian. 
CLASS   ORATION. 

By  Class  Orator. 
CLASS  POEM. 

.By   Class   Poet. 
CLASS  PRESENTATIONS. 

By  Class  Presenter. 
CLASS   PROPHECY. 

By  Class  Prophet. 
CUP  CEREMONY. 
PIPE  CEREMONY. 
IVY  ORATION. 
RECEPTION  OF  STUDENTS. 

By  President  of  College. 
CLASS  REUNIONS. 
COLLEGE   SONGS   ON   CAMPUS. 


102 


WERNER'S  READINGS  NO.  54 


PROGRAM  IX. 

"SCHOOL,"  OR  "CLASS"  DAY. 
(For  whole  school.) 

AFTERNOON  GARDEN  PARTY. 

With  program  consisting-  of  outdoor 
dramatics,  recitations,  chorus  sing- 
ing, etc.,  introducing  class-prophecy 
or  history,  and  class-poem. 

PICNIC  OR  OUTDOOR  LUNCHEON. 
Toasts  and  speeches;  class-prophecy 
or  history,  and  class-poem.    Singing 
of  school  songs. 

PAGEANT  OR  FESTIVAL. 
Historical  revival. 

EVENING     SCHOOL    OR 
CLASS   PARTY. 
(For  graduates  and  upper  classes.) 
SIMPLE  DRAMATICS. 
MCSICALE  or  simple  program  of  some 
other  sort   (ballads,  national  dances, 
etc.). 
MASQUERADE  AND  GAMES. 
DANCE. 

GRADUATION  EXERCISES. 
(Morning,   afternoon  or  evening.) 

SERVICE,  address  and  presentation  of 
diplomas;  followed  by  reception  (on 
lawn,  if  possible),  where  parents, 
teachers,  friends  and  pupils  may 
meet  to  exchange  greetings  and  con- 
gratulations. 

FAREWELL    PARTY. 

(For   graduates    only — possibly 
teachers,    too.) 

PICNIC   OR   "SPREAD"    (outdoors). 
LUNCHEON   (in  country,  if  possible). 
EVENING  PARTY. 

PROGRAM  X. 

QUARTET   OR   CHORUS   SINGING. 
Music   should   be   bright   and   inspir- 
ing.   By  Members  of  Class  of . 

SALUTATORY. 

Welcoming  all  to  exercises  of  Class 
of  .  (Different  from  Commence- 
ment Salutatory.)  By  Salutatorian 
of  Class  of . 


PROGRAM  X. — Continued. 

CLASS   HISTORY. 

Amusing  incidents  in  college  life  oi 
graduating  class  that  occurred  ii 
sports,  games,  athletics,  studiei 
etc.;  also  sketches  of  life  of  mem- 
bers.    By  Historian  of  Class  of 

MUSIC. 

Violin  or  other  stringed  instrument 
By  Members  of  Class  of  . 

CLASS  POEM. 

Picturing  college  life  of  class.  Bj 
Poet  of  Class  of  . 

VOCAL    SOLO. 

By  Member   of  Class   of 

GROWLER. 

Humorous  grumblings  and  forebod 
ings.     By  Censor  of  Class  of 

CLASS   PROPHECY. 

Telling  future  of  Class  of  .     Bj 

Prophet   of   Class   of 

MUSIC. 

Instrumental.  By  Members  of  Clasi 
of  . 

PRESENTATION 

Presents  to  members  of  class,  wit* 
remarks.  Gifts  should  be  suited  t( 
individual  tastes  and  manners.  Re. 
plies  may  be  given  by  recipients.  B; 
Presentation  Orator  of  Class  of  < 

VOCAL  SOLO. 

By  Member  of  Class  of . 

SENIOR  CHARGE. 

Experiences    of    Senior    class,   advicj 
to    Junior    class,    handing    down 
class   authority  to  Junior   class.     B; 
Mantle   Orator   of   Class   of 

JUNIOR  REPLY. 

Accepting  advice,  etc.  By  Junto 
Representative  of  Class  of  — 

READING  OF  CLASS  WILL. 

Gifts,  with  humorous  remarks,  t 
faculty  and  class  succeeding.  A 
each  person  is  mentioned,  he  come 
forward  to  receive  gift.  By  Attorne; 
of  Class  of . 

CLASS  VALEDICTORY. 

Closing  remarks  and  farewells 
classmates.  By  Valedictorian 
Class  of  . 

CLASS  SONG. 

By  all  Members  of  Class  of  . 

JUNIOR  CLASS  YELL. 

GRADUATING  CLASS  YELI* 

t 


I 


! 


it 


0  1 


WILLIE  HAS  HIS  DEGREE. 


No  more  "Gliding  down  life's  river,"  no  more  "Drifting  out  to  sea," 
No  more  "Farewell,  thee,  kind  teacher,"  Willie  has  taken  his  degree. 
No  more  "Sad  the  parting  words  we  utter,"  no  more  "Let  us  ever  fait! 

ful  be," 
No  more  "Tender  memories  fondly  cherished,"  Willie  has  taken  h 

degree. 
No  more  "Brave  the  world  with  firm  endeavor,"  no  more  "Strive  1 

do  the  best  we  can," 
No  more  "Show  the  world  that  we  are  in  it,"  Willie  now  is  quite  a  ma 


PART     IV. 
Senior  Day,  Alumni  Meetings,  Banquets 

NOTE. — Following  are  bints  to  students  who  find  difficulty  in  entertaining 
rowds  of  people,  college-classes  and  friends  of  students,  sometimes  three  and  four 
undred,  who  must  be  entertained  a  whole  evening.  Something  frivolous,  as  well 
s  something  serious,  is  acceptable. 


SENIOR  CLASS  EXERCISE. 


(Students  recite  or  read,  each  in  turn,  one  of  the  following  paragraphs.  If 
esired,  these  subjects  may  be  enlarged,  or  more  subjects  may  be  added.  Music 
lay   enliven  program.) 


SUCCESSFUL    LIFE. 

A  MAN  starting  out  in  life  has  been  compared  to  a  vessel  of  war. 
t-\  The  vessel  knows  not  to  what  parts  it  must  go,  or  on  what  seas 
■*-  it  must  sail.  So  man,  in  his  journey  cf  life,  must  pass  over  many 
mknown  difficulties,  and  surmount  many  obstacles.  Through  perilous 
torm  and  treacherous  calms  he  must  steer  his  unknown  course.  No 
ian  ever  sailed  over  the  same  route  that  another  man  sailed  before 
im;  everyone  who  starts  out  in  life  arches  his  sail  to  an  untried  breeze, 
-ike  Coleridge's  mariner,  "he  is  the  first  that  ever  burst  into  that  lonely 

a." 

BLESSINGS    IN    DISGUISE. 

It  seems  strange  that  happenings  and  events,  which  are  for  good 
l  the  life  of  an  individual,  should  not  be  immediately  recognized  as 
lessings.  But  many  good  things  come  to  us  in  guise  of  disaster  and 
oe,  and  we  bewail  our  misfortune.  Only  by  patient,  painful  effort,  is 
lything  great  or  good  accomplished.  The  muscles  of  the  body  be- 
Dme  sinewy  and  strong  by  constant  exercise.  Every  hard  task  per- 
jrmed  prepares  the  way  for  another  task  more  difficult.  Disappoint- 
lent  and  difficulty  form  the  ladder  up  which  we  climb  to  success, 
ven  sorrow  and  failure  may  be  blessings,  if  only  we  accept  them 
•ight. 

OUT    OF    BALANCE. 

"If  all  cannot  live  on  the  piazza,  every  one  may  feel  the  sun." 
fais  Italian  proverb  inspires  a  feeling  of  delight.  We  are  made  to  real- 
e  that  the  great  blessings  of  life  are  the  common  inheritance  of  all. 
ooking  about  us,  we  see  rain  falling  and  the  sun  shining  on  the  just 
id  on  the  unjust,  and  we  are  convinced  that  the  Divine  Father  would 
at  all  should  drink  freely  and  equally  at  the  fountain  of  His  bless- 
gs.  He  would  that  creation's  chorus  might  ascend  in  one  harmonious 
rain  of  gratitude. 

BOSS   RULE. 

Selfishness  is  declared  to  be  the  root  of  all  evil.  The  human  race 
said  to  possess  no  small  amount  of  selfishness.  One  of  the  marked 
dications  of  this  selfishness  in  the  political  world  is  the  "ring"  and 
~",s"  system,  or,  as  it  is  defined,  that  combination  of  persons  who 

(WR54 — 103) 


104  WERNER'S  READINGS  NO.  54 

get  possession  of  an  administrative  machine  for  the  effecting  of  pef< 
sonal  and  selfish,  especially  corrupt,  ends.  Such  a  ring  is  supposed  bj 
many  to  be  of  modern  origin,  but  such  is  not  the  case.  As  far  bacl 
as  the  year  59  B.  C,  it  existed  in  Rome  as  the  First  Triumvirate,  anc 
from  that  time  on  it  has  existed  in  all  countries  under  many  different 
names. 

NEGRO    QUESTION. 

Ever  since  a  shipload  of  colored  people  was  brought  to  the  Unitec 
States,  in  1619,  the  negro  has  claimed  a  great  deal  of  time  and  atten- 
tion of  this  country.  Let  us  look  at  his  everyday  life,  in  his  home  ir 
the  South.  As  a  rule,  he  lives  with  wife  and  a  dozen  children  in  a  rude 
hut,  caring  little  for  the  problems  of  life.  His  hut  has  few  moderr 
improvements  and  necessaries  of  life.  In  the  country,  he  raises  a  little 
cotton  and  sugar-cane,  or  works  for  owners  of  plantations.  In  town  h< 
does  the  lowest  class  of  work,  and  his  wife  does  washing.  Domestic 
economy  never  enters  his  head.  In  farming  he  has  no  money  for  imi 
plements,  but  let  a  "Wild  West  Animal  Show"  come  to  town  and 
"Sambo"  is  on  hand  with  all  his  children.  He  is  light-hearted,  good! 
natured,  and  has  great  affinity  for  small  articles  which  you  will  noi 
miss,  as  he  confidently  tells  you.  His  religious  convictions  are  emo 
tional,  but  not  very  deep. 

WRITING   VERSUS   WORKS. 

On  a  more  intimate  acquaintance  with  the  authors  of  classical  ano 
scientific  literature,  we  learn  that  worthy  productions  are  not  the  result 
of  spontaneous  exuberance  of  spirit,  or  of  spasmodic  effort  on  part  oi 
the  writer.  Back  of  the  writing,  however  worthy,  is  the  individual  wh( 
has  drawn  from  the  fountain  of  experience  that  which  thrills,  animates 
and  ennobles  the  human  race. 

INTELLECTUAL  DEVELOPMENT. 

What  is  education?  Education  is  the  cultivation  and  improvement 
of  the  spiritual  part  of  man.  We  are  composed  of  two  elements, — on< 
element  a  little  dust  caught  up  from  the  earth,  to  which  we  shall  sooi 
return;  the  other  element,  a  spark  of  that  Divine  Intelligence  in  whicli 
and  through  which  we  bear  the  image  of  the  Great  Creator. 

FIRE,  LIVING   EIRE. 

(After  telling  briefly  the  Greek  myth  of  "How  Fire  First  Came  Into  the  World,' 
and  likening  this  fire  to  our  own  flame  of  life,  gotten,  perhaps,  more  truly  fron 
God  than  from  the  Grecian  fire  of  old,  the  following  may  be  added:) 

How  plainly  do  we  see  the  intellectual  fire  glowing  in  the  heart  o\ 
the  true  student  as  he  attempts  to  solve  the  mysteries  of  nature  and  th< 
problems  of  life.  Again,  we  see  this  fire  flashing  from  the  looks,  fron 
the  very  words  of  the  orator  as  he  thrills  and  moves  the  souls  of  mer 
to  action.  "Armies  have  been  awed,  kingdoms  founded  and  crushed 
the  senates  and  sceptered  potentates  swayed  at  the  option  of  a  singh 
voice."  To-day  in  our  very  midst  we  see  the  fire  of  patriotism  a! 
though  touched  by  the  hand  of  God.  In  strange  contrast  to  these  nobli 
emotions  which  move  the  heart  of  man,  we  too  often  find  emotion! 
which  not  only  degrade  but  which  also  destroy. 


COMMENCEMENT  WEEK  105 

PROGRESSIVE  AMERICA. 

A  century  ago  imaginative  writers  painted  idyllic  pictures  of  scat- 
tered farms  and  hamlets,  where  the  villager  and  peasant,  "far  from  the 
madding  crowd's  ignoble  strife,"  was  secure  in  the  possession  of  home 
and  subsistence.  Since  that  time  history  has  worked  out  one  of  its  great 
surprises.  The  latest  born  cf  the  great  nations  of  the  world  has  risen 
far  beyond  what  its  early  developments  gave  promise  of  being — even 
beyond  the  expectations  of  our  most  farsighted  founders  and  great 
patriots.  The  wildest  imagination  did  not  picture  the  great  growth  and 
development  of  such  unique  social,  political  and  intellectual  influences 
as  America  presents,  such  as  are  now  molding  affairs  of  monarchical 
Europe  to  a  remarkable  degree. 

INVESTMENT   OF  INFLUENCE. 

That  every  person's  personality  is  the  center  of  outreaching  influ- 
ence, could  be  demonstrated  had  we  tests  fine  enough.  We  may  be 
utterly  unconscious  of  the  exhalation  of  moral  forces  as  we  are  of  the 
contagion  of  diseases  from  our  own  bodies.  But  wherever  there  is 
light,  it  shines;  if  our  hearts  glow  with  love,  we  are  constantly  warm- 
ing and  blessing  those  about  us,  while  the  opposite  is  true,  if  we  are 
selfish.  We  watch  with  delight,  awe  and  wonder  the  apparent  flight 
of  the  sun  terminating  winter  and  bringing  summer  with  its  birds,  flow- 
ers, and  fruits;  but  the  human  heart,  glowing  and  radiant  with  ten  thou- 
sand effects  as  it  crosses  this  life's  stage  of  action,  is  many  times  more 
Wonderful. 

RELATION    OF    EFFORT    TO    SUCCESS. 

Those  who  are  born  and  brought  up  under  the  protection  of  the 
Stars  and  Stripes  must  naturally  take  delight  in  telling  the  secrets  of 
American  achievements.  Every  age  has  left  its  impress  on  every  suc- 
ceeding age.  We  should  carefully  preserve  the  knowledge  of  the  past 
ind  transmit  it  to  posterity  enlarged  by  the  attainments  of  the  present. 
If  we  are  to  make  a  history  that  shall  be  studied  by  future  generations 
with  the  same  pride  that  idealizes  Valley  Forge  and  Gettysburg,  indi- 
j/idual  effort  must  ever  be  greater  than  ever  before. 

LESSONS  NOT  IN  BOOKS. 

Never  in  the  world's  history  have  the  powers  of  observation  been 
:ultivated  as  they  are  to-day.  Man's  contact  with  nature  began  at  cre- 
tion  and  has  gradually  become  closer  and  more  intelligent.  The  trees, 
vhose  shadows  once  terrified  him,  now  furnish  protection  from  the  ele- 
nents,  the  mysterious  ocean  is  now  his  public  highway,  and  through 
nany  strange  phenomena  he  has  discovered  the  forces  daily  ministering 
o  his  wants  and  needs. 

LORE  AND   LEGEND. 

Men  love  to  trace  their  descent  back  to  some  storied  greatness. 
Nations  delight  in  associating  gods  with  their  origin.  The  early  records 
if  every  nation  abound  in  lore,  legend  and  tradition.  Back  of  this* 
>eriod  of  shadow  and  oblivion  lies  another  period  long  regarded  as  a 
lark  and  impassable  abyss.  But  the  same  class  of  adventurers  which 
las  reached  out  into  the  starry  heavens,  and  down  into  the  depths  of 
he  earth,  is  now  revealing  the  unknown  past. 


106  WERNER'S  READINGS  NO.  M 

UNCROWNED    QUEENS. 

1 

Emperor  William  says  of  the  Empress:  "In  my  wife's  dictionary  I 
are  three  favorite  words,  'Kinder,'  'Kirche,'  'Kiiche,'  and  I  think  much  I 
more  of  a  woman,  who,  like  my  wife,  can  prepare  a  tasty  dish,  than  of  I 
ladies  who  interfere  in  politics  and  try  to  be  clever,  but  who  never  care  I 
to  know  anything  about  keeping  house  decently." 

SPIRIT   OF   HOLIDAYS. 

Every  generation  has  had  some  special  task,  and  has  performed  j 
some  special  part  in  the  development  of  the  world's  civilization.   Every  1 
period  of  time  can  teach  some  lesson;  but  there  have  been  few  times  in  I 
history  especially  marked  by  reason  of  the  fact  that  in  them  have  oc-  ] 
curred  events  bringing  forth  radically  new  things,- — where  from  new 
conditions  a  new  life  has  sprung.    It  is  the  recurring  birthdays  of  these1 
new  things,  or  of  the  individuals  made  famous  by  their  connection  with 
them,  that  are  celebrated  in  our  more  important  holidays. 

IMPORTANCE  OF  AN  IDEAL. 

Man  delights  in  retrospection  and  indulges  in  anticipation.  The 
faithful  historian  never  lacks  appreciative  audiences,  for  the  dullest  eye 
must  lighten,  and  the  most  sluggish  pulse  quicken  at  recital  of  the  trials 
and  triumphs  of  the  past.  The  wanderings  of  individuals  and  races, 
forming  so  large  a  part  of  the  substance  of  history,  are  witnesses  of 
that  craving  for  deeper  experience  and  wider  knowledge,  which  is  one 
of  the  springs  of  human  progress. 

MARCH  OF  HISTORY. 

As  has  been  said,  "The  stately  march  of  history  reveals,  with  equal 
majesty,  two  distinct  and  harmonious  truths, — the  independence  of  the 
individual  and  the  unity  of  the  race.  Letters,  architecture,  the  arts  of 
peace  and  of  war,  have  characterized  all  civilizations."  As  the  past  has 
produced  great  heroes,  so  must  the  future.  Then  let  them  remember 
that  the  highest  aspiration  is  to  combine  what  Matthew  Arnold  called 
"the  sense  for  beauty  in  the  old  Greeks,  the  sense  for  organization  in 
the  old  Romans,  the  sense  for  righteousness  in  the  old  Jews." 

LESSONS  FROM  A  LIFE. 

"No  life  can  be  pure  in  purpose  and  strong  in  strife,  without  all 
lives  being  made  purer  and  stronger  thereby."  It  matters  not  whether 
this  life  is  known  to  fame  or  is  a  humble  and  obscure  life.  Truest 
heroism  is  not  always  shown  by  those  whom  the  world  applauds.  The 
most  helpful  and  inspiring  lessons  are  often  taught  by  the  simple  nobil- 
ity of  a  life  humbly  devoted  to  the  service  of  others. 

TRUE   AMERICAN   CITIZENSHIP. 

To  be  a  citizen  of  America  means  more  than  to  be  a  citizen  of  any 
other  country;  not  only  because  we  live  under  the  protection  of  the 
freest  and  best  institutions  in  the  world,  but  because  we  have  the  per- 
petuity and  success  of  these  institutions  in  our  own  control.  In  order 
that  the  duty  and  the  responsibility  we  owe  our  government  may  be 
fully  appreciated  and  faithfully  discharged,  it  is  necessary  that  every  one 
of  us  should'  not  delegate  to  others  the  work  required  of  us.    Every 


COMMENCEMENT  WEEK  107. 

individual  must  do  his  share.  No  one  can  claim  to  be  a  true  American 
citizen  who  does  not  interest  himself  in  matters  pertaining  to  our  gov- 
ernment, who  is  not  willing  by  actual  interference  to  guard  against 
abuses  and  insidious  perversions  as  well  as  against  open  attack.  Yet 
this  interest  in  and  application  to  public  affairs  is  worse  than  useless 
unless  actuated  by  proper  spirit  and  by  proper  motives.  No  one  is  a 
good  citizen  who  interests  himself  in  public  matters  for  selfish  purposes 
and  for  purely  personal  ends. 

EDUCATION  AXD  GOVERNMENT. 

We  as  American  people  delight  in  boasting  of  our  great  govern- 
ment, whose  authority  extends  from  Porto  Rico  to  the  Philippine 
Islands,  from  Behring  Straits  to  the  Gulf  of  Mexico.  Never  has  there 
existed,  we  believe,  a  government  based  on  broader  principles,  or 
sounder  political  doctrines  than  our  beloved  America.  You  cannot  find 
another  government  that  grants  so  great  freedom  to  its  people.  The 
thing  we  most  delight  to  boast  of,  and  which  marks  the  United  States 
as  the  most  advanced  of  all  countries,  is  that  the  great  men  whom  we 
honor  may  come  from  the  lowest  walks  of  life.  And  those  into  whose 
hands  are  placed  the  affairs  of  government  receive  the  charge  in  trust 
as  a  gift  from  the  people;  there  is  no  inheritance  of  official  right  or 
power. 

PROGRESSIVE    CIVILIZATION. 

The  term  civilization  is  a  relative  and  not  an  absolute  expression. 
In  its  best  sense  it  is  really  synonymous  with  the  words  "human  pro- 
gress." This  progress  is  one  and  universal,  though  of  varying  rapidity 
and  extent;  there  are  degrees  in  savagery,  and  degrees  in  civilization. 
Indeed,  though  placed  in  opposition,  the  one  is  but  a  degree  of  the 
other.  But  who  shall  say  which  is  the  one  and  which  the  degree:  for 
the  Haiduh,  whom  we  call  savage,  is  as  much  superior  to  the  Shoshone, 
the  lowest  of  Americans,  as  the  Aztec  is  superior  to  the  Haiduh,  or 
the  European  to  the  Aztec.  Looking  backward  some  thousands  o£ 
years,  we  of  to-day  are  civilized;  looking  forward,  we  are  savages. 

PATHOS  OF  LIFE. 

Even  when  lived  under  most  favorable  circumstances  and  continued 
to  its  uttermost  span,  life  is  full  of  pathos.  The  first  sound  of  the 
human  voice  is  a  pathetic  wail  that  arouses  feelings  of  tenderness  and 
pity,  a  consciousness  of  the  dependence  and  helplessness  of  infant  life, 
of  its  utter  ignorance  of  the  meaning  of  existence.  This  may  well 
stand  as  a  true  type  of  the  earthly  pilgrim;  for  are  we  not  all  wailing 
children,  helpless,  dependent,  ignorant  of  the  discipline  we  are  to  un- 
dergo, and  the  purposes  we  are  to  fulfil?  Each  must  begin  at  the  very 
source  of  knowledge;  each,  as  we  attain  maturity,  must  learn  the  deeper 
meanings  and  wiser  uses  of  things;  then  the  time  of  our  departure 
comes  and  we  cross  the  border  into  that  "undiscovered  country  from 
whose  bourne  no  traveler  returns."  "Here  we  are  strangers  and  so- 
journers, even  as  all  our  fathers  were."  How  little  of  our  gathered 
treasure  we  can  take  with  us,  build  into  monuments,  put  into  books,  or 
transmit,  in  any  way,  to  those  we  leave  behind!  Oh,  this  earthly  side 
is  but  a  small  part  of  life!  We  hold  our  treasure  with  a  precariousi 
grasp;  none  possess  them  long,  for  life  moves  with  accelerated  speed. 


108  WERNER'S  READINGS  NO.  54 

There  are  disappointments,  bereavements,  sorrows,  wrongs,  which  seem- 
to  blot  out  the  light  of  life.  Why,  since  our  sojourning  is  so  short, 
must  life  be  full  of  suffering?  The  position  is  one  o£  unspeakable 
pathos. 

FOBWAED    IS    THE   WATCHWORD. 

The  past  lies  behind,  it  is  unalterable.  The  future  stretches  before 
us  filled  with  grand  possibilities.  The  star  of  progress  gives  light  to 
all  who  will  help  shape  its  course.  The  boy,  whose  home  is  a  vine-clad 
cottage,  is  surrounded  by  all  that  nature  loves,  may  aim  as  high  and 
hope  to  win,  as  much  as  he  who  dwells  in  a  palace  in  the  city's  cease- 
less din.  Forward  is  the  watchword  of  the  centuries;  it  has  been  since 
the  land  first  appeared  above  the  universal  ocean,  and  will  be  till  Orion 
sinks  in  the  west  to  rise  no  more. 

"Follow  the  star  that  lights  a  desert  pathway,  yours  and  mine, 
Forward  till  you  see  the  highest  human  nature  is  divine. 
Follow  Light  and  do  the  Eight — for  man  can  half  control  his  doom 
Till  you  find  the  deathless  angel  seated  in  the  vacant  tomb." 


MOCK  CIRCUS. 


PREPARATION: 

Sawdust  on  floor.  Large  tent  of  sheets,  gaudily  decorated  with 
pinned-on  gold  and  silver  stars,  varicolored  paper-letters  and  float- 
ing banners  of  strange  device,  at  one  end  of  room  for  performers. 
In  background,  smaller  tents,  with  advertising  placards  for  side- 
shows. 

INVITATIONS: 

Handbills,  folded  as  tents,  inclosing  tickets  of  admission,  may  be 
used  as  invitations.  Every  guest  receives  from  gatekeeper,  in  ex- 
change for  ticket,  check  for  a  thousand  dollars  on  "Bank  of  Frivol- 
ity," to  be  cashed  at  "branch  bank"  in  room,  in  ten-dollar  bills  of 
paper  "money,"  the  idea  being  to  keep  people  amused  before  show 
begins. 

SOUVENIRS: 

If  reception  committee  care  to  give  souvenirs  to  spectators,  pails 
of  sawdust  may  be  passed,  every  person  to  fish  out  souvenir  with 
large  tin  spoon. 

THE  SHOW. 
Performers  make  triumphal  entrance  to  tune  of 

"I  went  to  the  animals'  fair, 
The  birds  and  beasts  were  there; 
The   old   raccoon,  by   the   light   of  the   moon, 
Was  combing  his  golden  hair," 

"classically"  rendered  by  tin-horns,  mouth-organs,  and  tuneful  dish-pan 
accompaniments;  every  performer  being  provided  with  dishpan  and 
potato-masher.  After  parading  to  and  fro  in  room,  circus  party  retires, 
every  performer  stepping  out  of  tent  doorway  for  stunt  and  retiring 
after  its  completion.  A  flashily-dressed  "barker"  and  two  clowns  with 
megaphones  introduce  numbers,  enthusiastically  dwelling  on  merits  and 
interest  of  exhibit.  Performance  begins  by  introduction  of  trained  polar 


COMMENCEMENT  WEEK  109 

bears  (two  Freshmen  and  plenty  of  cotton).  A  fat,  jolly  Senior,  dis- 
tended by  cushions,  is  introduced  as  "The  Largest  Living  Laughing 
Lady."  "The  Only  Living  Pincushion"  is  a  curious  exhibit,  made  of 
huge  pillow,  pierced  by  large-headed  black  pins  and  fastened  on  Senior's 
chest  under  shirt-waist.  "The  Strongest-Minded  Woman  in  the  World" 
is  represented  by  two  Seniors  in  exaggerated  costumes — chests  and 
arms  padded  to  represent  huge  muscles.  The  two  weights  consist  of 
poles  four  feet  long,  having  flour-bags  stuffed  with  paper,  each  labeled 
"A  Thousand  Pounds  of  Gray  Matter,"  attached  to  both  ends.  These 
weights  must,  with  apparently  great  difficulty,  be  pulled  out  of  tent- 
door  by  four  Juniors,  using  clanking  chains.  Success  of  performance 
depends  on  solemnity  of  the  two  Seniors  and  very  evident  effort  with 
which  they  slowly  raise  ponderous  weights  above  heads.  "The  Siam- 
ese Twins"  are  a  Freshman — so  labeled — and  goose  firmly  bound  to- 
gether. Goose  is  student  in  squatting  position,  with  left  arm — as  head 
and  neck  of  goose — held  high  above  head.  Over  this  arm  is  drawn 
long  white  stocking  stuffed  with  v/hite  cotton.  Foot  of  stocking  is  cut 
in  shape  of  goose's  head  and  stuffed  with  cotton.  Bill  is  separated  so 
that  forefinger  is  placed  in  upper  part  and  thumb  in  lower  part,  so  it 
may  be  opened  and  closed  at  will.  With  little  practice,  "quacking"  and 
motions  of  fowl  are  cleverly  imitated.  Buttons  are  used  for  eyes;  bill 
is  lined  with  red  flannel.  Body  of  goose  is  covered  with  cotton,  from 
which  yellow-stockinged  and  slippered  feet  protrude.  These  supposed 
affinities  perform  tricks  simultaneously  and  assume  tenderly  affection- 
ate attitude  toward  one  another.  Other  curious  beasts  and  fowls,  hard 
to  describe,  may  be  introduced  to  gaping  spectators,  and  put  through 
stunts  and  dances  suiting  performers'  talents. 

SIDE-SHOWS. 

Side-shows  should  be  laughable;  they  offer  opportunity  for  bring- 
ing in  all  sorts  of  amusing  references  to  college-pranks  and  experi- 
ences, illustrated  by  pantomime.  For  instance,  three  Freshmen,  labeled 
"Wild  Animals,"  face  one  another  in  pasteboard  cage,  growling  and 
making  frightful  noises.  A  fortune-telling  tent,  placarded  "Come  and 
Have  Your  Past  Revealed,"  is  represented  by  two  Juniors  dressed  as 
monkeys  in  masks  and  brown  Canton-flannel  suits.  Affair  may  end 
with  grand  march  to  refreshment-room. 


CONUNDRUM  PARTY  AND  DINNER. 


ANY  number  of  persons  may  take  part.  Prepare  cards  with  at 
least  twelve  conundrums,  a  card  for  every  guest.  Attach  small 
lead-pencil  to  card  by  silk  cord.  An  artistic  card  is  a  dancing- 
program,  outside  containing  "A  Conundrum  Party  and  Dinner;"  inside 
containing  twelve  conundrums,  with  space  for  answers  alongside  or 
below  questions.  On  entering,  guests  receive  cards  and  are  requested 
to  write  names  and  answers  on  cards.  As  soon  as  answers  are  written, 
hostess  appoints  guest  to  collect  cards.  These  cards  are  shuffled  and 
again  distributed  haphazardly.  Hostess  reads  first  conundrum;  every 
guest  in  turn  reads  answer  on  card.  When  all  answers  have  been  given, 
hostess  tells  correct  answer.  Cards  are  marked  so  that  right  answers 
and  wrong  answers  are  indicated.    When  all  conundrums  and  answers 


110 


WERNER'S  READINGS  NO.  54 


have  been  read,  cards  are  collected  by  guest  appointed;  guests'  names, 
with  number  of  correct  answers,  are  written  out,  and  given  to  hostess, 
who,  at  her  discretion,  either  reads  guests'  names  and  number  of  cor- 
rect answers,  or  reads  name  of  guest  who  has  most  correct  answers 
and  name  of  guest  who  has  fewest  correct  answers.  If  prizes  are  given, 
guest  having  most  right  answers  gets  first  prize;  guest  having  fewest 
right  answers,  receives  "booby"  prize. 

SUGGESTIVE  CONUNDRUMS  AND  ANSWERS. 


1.  If  Homer  had  been  born  in  Venice, 
what  would  he  have  been  called?  Ans. 
—A  Venetian  blind. 

2.  Why  are  Addison's  works  like  a 
looking-glass  ?  Ans. — Because  in  them 
we  see  the  Spectator. 

3.  What  poem  of  Hood's  resembles  ;» 
tremendous  Roman  nose?  Ans. — "The 
Bridge  of  Sighs"   (size). 

4.  What  popular  author  does  a  hired- 
man  weeding  an  onion-patch  resemble? 
Ans. — Ouida. 

5.  Why  are  writers  liable  to  have  the 
blues?  Ans. — Because  they  are  so  pen- 
sive. 

6.  Why  does  the  High-school  girl  pre- 
fer Virgil  to  Tennyson  or  Browning? 
Ans. — Because  he  sings  of  "arms  and 
the  man." 

7.  Which  poet  has  most  claim  to  at- 
tention of  posterity?  Ans. — The  poet 
Gray,  because 

"Each  human  head,  in  time,  'tis  said, 
Will  turn  to  him,  though  he  be  dead." 

8.  Who  is  the  dryest  poet?  Ans.— 
Dryden. 

9.  What  two  authors  do  you  recom- 
mend to  school-fellows?  Ans. — Bowles 
and  Fielding. 

10.  What  an  ague-sufferer  does  and  a 
weapon  ?     Ans. — Shakespeare. 

11.  What  is  used  in  talking  and  a 
famous  dressmaker?  Ans. — Words- 
worth. 

12.  What  we  should  all  be  thankful 
for?     Ans. — Holmes. 

13.  Who  was  the  first  man?  Ans. — 
Chap  I. — mentioned  in  Genesis. 


14.  Why  was  Adam  the  swiftest  run- 
ner in  the  world?  Ans. — Because  he 
was  first  in  the  human  race. 

15.  Why  was  Adam  of  more  conse- 
quence than  Eve?  Ans. — Eve  was 
nothing  but  a  side  issue. 

16.  How  long  did  Cain  hate  his  broth- 
er?    Ans. — As  long  as  he  was  Abel. 

17.  Why  was  Goliath  surprised  when 
he  was  struck  by  a  stone?  Ans. — Be- 
cause such  a  thing  had  never  entered 
his  head  before. 

18.  How  did  Jonah  feel  when  the 
whale  swallowed  him?  Ans. — Down  in 
the  mouth. 

19.  Who  made  the  first  entrance  in  a 
theater?  Ans. — Joseph,  when  he  was 
taken  from  the  family-circle  and  put 
into  the  pit. 

20.  When  was  paper  money  first  men- 
tioned In  the  Bible?  Ans. — When  the 
dove  brought  the  green  back  to  Noah. 

21.  What  was  the  difference  between 
Noah's  Ark  and  Joan  of  Arc?  Ans. — 
One  was  made  of  wood,  and  the  other 
was  Maid  of  Orleans. 

22.  Who  first  introduced  salt  pork 
into  the  navy?  Ans. — Noah,  when  he 
took  Ham  into  the  Ark. 

23.  How  do  we  know  that  Joseph  was 
a  straight  as  well  as  an  upright  man? 
Ans. — Because  Pharaoh  made  a  ruler  of 
him. 

24.  What  did  the  cat  say  when  she 
saw  the  Ark  touch  land?  Ans. — "Is 
that  'ere  a  rat?"     (Ararat.) 


Conundrum  Party  may  be  made  progressive.  Guests  are  seated 
at  different  tables.  After  first  set  of  conundrums  has  been  answered 
and  passed  upon,  hostess  taps  bell  and  guests  change  tables  to  answer 
conundrums  found  at  new  tables.  Changing  may  be  as  often  as  hostess 
desires.  At  close  of  contest  person  rightly  answering  most  questions 
gets  first  prize;  person  answering  rightly  fewest  questions  gets  "booby" 
prize. 

CONUNDRUM  DINNER. 

After  conundrums  are  finished  and  prizes  distributed,  hostess  leads 
guests  to  dining-room.  Guests  are  invited  to  order  their  appetizers 
from  menu.  Every  guest  writes  order  on  slip  of  paper  ordering  accord- 
ing to  numbers,  Dp  not  put  answers  on  cards,  Following  menu  is 
suggestive: 


COMMENCEMENT  WEEK 


111 


CONUNDRUM    DINNER    MENU— QUESTIONS. 
A  la  Carte. 


APPETIZERS. 

1.  Looking  Backward. 

2.  Tears,  Idle   Tears. 

3.  Result  of  Refinement. 

4.  What    No    Man    Wants    with    His 

Wife. 

5.  Elevated  felines. 

6.  A  Fruit  of  the  Vine. 

7.  A  Taste  of  Sunny  Italy. 

GENERALS. 

8.  Springs'  Offering-. 

9.  Our  First  Love. 

10.  Fourth  of  July  Celebrators. 

11.  Staff  of  Life. 

12.  Food  for  the  Spinning-Wheel. 

13.  Women  of  Grit. 

14.  My  Heart  Is  in  the  Swim. 

15.  Gems  of  the  Ocean. 

16.  Can't  Be  Beat. 

17.  Still  Life. 

18.  Have  Eyes  but  See  Not. 

19.  Gems  of  Emerald  Isle. 

20.  East  of  Poor  Dog  Tray. 


21.  Round      and      Green     Like     Many 

Worlds. 

22.  New  England  Brains. 

23.  Son  of  Noah. 

24.  Woman's   Weapon. 

25.  Brawn  of  Old  England. 

26.  A  Celebrated  English  Essayist. 

27.  Timid  though  Game. 

DESSERT. 

28.  Nuts  without  Shells. 

29.  Section  in  Geometry. 

30.  What    I    Do     When    I     Mash     My 

Finger. 

31.  Red   Skins. 

32.  Piece   of  the  Blarney  Stone. 

33.  Not  a  Poet  though  Shelley. 

34.  Skipper's   Early  Home. 

35.  Drink  of  Wisdom. 

36.  Boston's  Food  for  Fishes. 

37.  What   Asthmatic   People   Do    (a.   la 

Chinese). 

38.  Ivory  Manipulators. 

39.  What  a  Boy  Calls  His  Sweetheart. 


CONUNDRUM  DINNER  MENU— ANSWERS. 


1.  Salt. 

2.  Onions. 

3.  Sugar. 

4.  Pepper. 

5.  Catsup. 

6.  Pickles. 

7.  Olives. 

8.  Water. 

9.  Milk. 

10.  Crackers. 


11.  Bread. 

12.  Rolls. 

13.  Sandwiches. 

14.  Tomato  Soup. 

15.  Oysters. 

16.  Boiled  Eggs. 

17.  Eggs. 

18.  Potatoes. 

19.  Potatoes. 

20.  Sausage. 


21.  Peas. 

22.  Beans. 

23.  Ham. 

24.  Tongue. 

25.  Roast  Beef. 

26.  Lamb. 

27.  Quail. 

28.  Dougnnuts. 

29.  Piece  of  Pie. 

30.  Ice-Cream. 


31.  Red  Apples. 

32.  Taffy. 

33.  Nuts. 

34.  Cheese. 

35.  Sage  Tea. 

36.  Tea. 

37.  Coffee. 

38.  Toothpicks. 

39.  Honey. 


CONUNDRUM  BANQUET   FOR   RAISING   MONEY. 


If  Conundrum  Dinner  Menu  is  used  as  a  separate  entertainment  for 
raising  money,  entertainment  is  called  "A  Conundrum  Banquet."  Print 
with  each  article  the  price,  usually  five  to  fifteen  cents,  same  as  appears 
on  ordinary  bill-of-fare.  Mix  articles  so  diners,  who  order  in  writing 
by  numbers,  do  not  know  what  they  are  ordering.  Girl  waiters  of  your 
own  set  distribute  order-slips  for  diners'  orders,  and  collect  money 
when  orders  are  filled.    Answers  do  not  appear  on  bill-of-fare. 


SOOTHED  THOUGH  FIRED 


A  Sophomore  sat  on  his  trunk, 

His  heart  was  full  of  sorrow; 
The  faculty  had  sent  a  note, 

He  must  go  home  to-morrow; 
And  as  he  thought  of  college  joys, 

With  fun  elective  and  work  required, 
The  only  thought  that  soothed  was  this, 

That  all  "fine  china"  must  be  "fired." 


112  WERNER'S  READINGS  NO.  54 

COLLEGE  OR  SCHOOL  BIRTHDAY  PARTY. 


INVITATION. 

Seniors   of  —  College 

request  the  pleasure  of 

Mr.  and  Mrs.  's  company 

at  their birthday  party 

on  evening,  the  

nineteen  hundred  and  

at  eight  o'clock, 

at College  Hall 

Kindly  appear  in  costume  suited  to 
any  age  under  twelve  years,  and  be 
prepared  to  act  according  to  costume 
R.  S.  V.  P. 


Costumes: 


Babies  in  long  dresses,  with  bibs,  bows,  coral  chains,  nursing- 
bottles,  rattles,  etc.  Sailor  suits — Scotch  kilts — Soldier  boys — Demure 
little  girls  in  checked  pinafores  with  hair  in  long  braid  or  braids  hang- 
ing down  back — Older  girls  with  bundles  of  books,  frills,  furbelows, 
sashes,  ribbons  galore — Some  girls  in  baby-gowns. 

Entertainment : 

Soap-Bubble  blowing  contest — Baby  carriage  pushing  contest  and 
parade — Punch  and  Judy  show — Sleight-of-hand  tricks — Children's 
pieces,  spoken  as  children  speak  them — Songs  sung  as  children  sing! 
them — Singing  games:  "Ring  Around  the  Rosy,"  "Here  Come  Three 
Dukes  A-Riding,"  "I've  Come  to  See  Miss  Jennie  Jones,"  etc. 

REFRESHMENTS. 

Birthday  Party: 

Fruit-punch,  glass  at  each  plate;  egg  bonbon  cups  and  little  favors 
for  each  child;  Birthday-cake,  frosted  and  prettily  decorated,  placed  in 
center  of  table;  candles,  one  for  each  child,  lighted  just  long  enough 
before  cutting  cake;  little  prune  turtles  around  cake-plate. 

Birthday  Cake: 

For  white  part:  Cream  \y2  cup  sugar,  y2  cup  butter;  add  r/2  cup 
milk,  2  cups  flour,  \y2  teaspoonful  baking  powder,  stiffly  beaten  whites 
3  eggs.  For  red  part:  Cream  2  tablespoons  butter,  y2  cup  red  sugar, 
2  tablespoons  milk,  1  egg  yolk,  1  cup  flour,  1  teaspoon  baking-powder, 
y2  teaspoon  rose-water.  Use  pink  icing  and  ornament  with  citron  and 
candles. 

Tower  of  Babel: 

Arrange  in  tower-form  (garnished  with  hard-boiled  egg  quarters) 
sandwiches  cut  from  different  kinds  of  bread.    Filling  may  be  chopped 


COMMENCEMENT  WEEK  113 

peanuts  between  whole  wheatbread;  stewed  figs  or  dates  between 
graham  bread;  chicken,  lettuce,  cress  between  white  bread;  hard-boiled 
eggs  (powdered)  between  corn-meal  bread. 

Strawberry  Creams: 

Put  in  basin  1  cupful  hot  water,  y2  teaspoon  salt,  y2  cupful  butter; 
when  boiling,  work  in  \y2  cup  flour  until  smooth;  cool;  beat  in  one 
at  a  time  5  eggs;  spread  into  finger  forms  on  tins  and  bake  in  quick 
oven  until  light  as  feather  when  lifted.  When  cool,  cut  opening  in  tops 
so  as  to  fill  with  sweetened  whipped  cream  and  strawberries. 

Lady-Finger  Bundles: 

Beat  6  egg  yolks  thick,  add  2  cupfuls  of  fine  sugar  gradually,  beat- 
ing constantly,  then  2  tablespoons  lemon  juice,  2  of  water,  54  teaspoon 
salt,  2  cups  flour,  whites  of  eggs  beaten  stiff  and  dry;  put  into  pastry 
bag,  press  on  buttered  paper-lined  tins,  dust  with  powdered  sugar  and 
bake  in  quick  oven.    When  cool  tie  in  threes  with  baby  ribbon. 

Orange  Baskets: 

With  sharp  knife  cut  oranges  into  baskets,  some  having  side  han- 
dles, some  over  handles.  With  scissors  clip  edges  into  points.  Scoop 
out  contents  and  strain  off  juice  and  add  it  to  custard  which  may  be 
used  for  ice-cream.  Fill  baskets,  which  may  be  tied  with  baby  ribbon, 
with  cream  just  before  serving. 

Bonbonnieres: 

Clip  small  end  of  shell  from  raw  eggs  and  empty  contents,  rinse 
and  wipe  dry;  gild  roughly  broken  edges,  and  as  soon  as  they  have 
Decome  dry  fasten  shells  with  glue  in  center  of  bright-colored  paper 
roses.  Fill  with  crystalized  rose  leaves  or  violets,  or  assorted  candies 
af  small  size. 

Fruit  Punch: 

Squeeze  juice  from  three  lemons  and  three  oranges  and  add  cupful 
af  canned  strawberry  juice  or  of  fresh  berries;  stir  in  scant  cupful  of 
sugar  in  three  pints  of  ice-cold  water  until  it  is  dissolved;  then  add 
uices,  and,  when  serving,  from  bowl  float  few  thinly  cut  slices  of 
jrange.  With  dainty  ribbon  tie  straws  in  bundle,  allowing  each  child 
n  turn  to  draw  one. 

?avors: 

Pigs:  Take  sharp-pointed  lemons,  form  ears  with  knife;  use  but- 
:ons  for  eyes,  toothpicks  for  legs,  twine  for  tail. 

Dunce  and  Funny  Man:  Use  large  chocolate  drop  and  chocolate- 
:overed  marshmallow;  cut  features  and  add  lace  ruffles. 

Turtles:  In  large  prunes  stick  large  cloves  for  legs  and  head,  and 
imaller  one  for  tail,  tapering  end  out. 

flame  Cards: 

These  are  made  by  cutting  from  dough  or  buying  animal  crackers, 
flames  are  formed  of  chocolate  icing  pressed  through  paper  cornucopia. 

Dough:  iy2  cup  sugar,  y2  cup  butter,  yolk  of  1  egg,  1  cup  sour 
ream,  1  level  teaspoon  soda,  1  cup  flour,  1  teaspoon  lemon  extract, 
•eaten  white  of  1  egg.     Use  animal  cutter. 


114  WERNER'S  READINGS  NO.  54 

After  refreshments,  table  is  cleared;  two  Jack  Horner  pies  are 
placed  on  table.  One  pie  is  passed  to  boy  children  and  one  pie  to  | 
girl  children.  Each  child  in  turn  pulls  string  and  takes  souvenir  at-| 
tached  to  string.  Souvenirs  in  boys'  pie  duplicate  souvenirs  in  girls' 
pie.  When  dancing  begins,  children,  having  souvenirs  that  match, 
dance  first  dance  together.  Dances:  Should  be  simple  and  performed 
as  children  dance.  Following  are  suggestive:  Mother  Goose  Lancers 
or  Quadrilles — Kull  Dansen — Bleking  Dance — Tailors'  Dance — Swiss 
May  Dance — German  Klapp  Dance — Virginia  Reel — Minuet. 


CORN  SUPPER  MENU. 


Corn  Bread  Jonny  Cake  Corn  Rolls 

Corned  Beef  Corn  Fritters 

Cornmeal  Pudding  Cornstarch  Custard 

Cornstarch  Cake  Cornstarch  Layer  Cake 

Roasted  Corn  Coffee 


HISTORICAL  ART  PARTY. 


BLACKBOARD  is  hung  on  wall  so  it  can  be  seen  from  all  parts 
of  room.  Guests  are  provided  with  cards,  with  pencils  attached 
by  ribbon,  one  card  for  every  guest.  On  cards  are  written,  one 
below  the  other,  as  many  numbers  as  there  are  guests,  who  also  receive 
numbered  slips  of  paper,  every  slip  naming  some  scene  in  hitetory. 
Familiar  historical  events  should  be  chosen,  like  the  following: 

1.  Landing:   of  Pilgrims.  6.  Paul  Revere's  Ride. 

2.  King:    Alfred     scolded    by    peasant  7.  Washington  crossing:  Delaware. 

woman   for  burning  her  cakes.  8.  Princes  in   Tower. 

3.  Shakespeare    reading    before    Queen  9.  Death  of  Sir  Philip  Sidney. 

Elizabeth.  10.  Braddock's  defeat  by  Indians. 

4.  Walter  Raleigh  spreading  cloak  be-        11.  Great  fire  of  London. 

fore  Queen  Elizabeth.  12.  Fair  Rosamund  receiving  fatal  cup 

5.  Isabella     pawning     jewels     to     get  from  Eleanor. 

money  for  Columbus. 

Guests,  having  received  numbered  cards  on  arriving,  select  at  ran 
dom  slips  of  paper.  Subject  written  on  slip  is  not  divulged  to  other 
players.  Player  holding  slip  No.  1  is  asked  to  draw,  with  chalk  on 
blackboard,  scene  named  on  slip.  Ten  minutes  only  are  allowed.  Lack 
of  artistic  skill  serves  to  make  more  fun.  During  drawing,  other  play- 
ers watch  blackboard.  At  end  of  ten  minutes  all  guess  what  historical 
scene  picture  is  intended  to  portray.  Holder  of  slip  No.  2  is  sent  to 
board,  No.  3  follows,  etc.  Guesses  are  written  on  cards  opposite  num 
bers  and  kept  secret.  After  pictures  have  been  drawn  and  puzzled  over, 
hostess  collects  and  corrects  cards,  player  giving  most  correct  answers 
winning  first  prize.  Photographs  of  famous  historical  pictures,  also 
books  on  historical  subjects,  make  fitting  prizes. 


COMMENCEMENT  WEEK  115 

SENIORS'  FAREWELL  SONG. 


Mary  A.  Burnell. 


(Air:    "Though  we   part,   we'll   not   forget   you.") 


THE  Seniors  once  seemed  very  tall, 
Towering  up  above  us, 
While  we  as  Juniors  very  small, 
As  they  looked  down  upon  us; 
Now  we've  reached  the  dizzy  height, 

Set  by  our  youth's  ambition, 
We  see  things  in  a  different  light 
Nor  boast  our  erudition. 


We're  humbler  than  we  would  have  thought 

When  filled  with  so  much  learning, 
And  blessed  with  all  your  presents  brought 

For  us,  your  love  returning. 
And  so  with  all  our  added  strength 

We  shall  not  strive  in  vain 
To  ease  your  burdens,  till  at  length 

These  years  shall  prove  your  gain. 

We  all  have  learned  that  honest  worth 

Can  never  long  lie  hid, 
Since  there  is  nothing  in  the  earth 

For  which  men  higher  bid; 
And  this  the  rich  and  poor  alike 

In  full  measure  may  possess; 
Here  there  is  no  cause  for  strife, 

But  only  cause  for  happiness. 

So  while,  dear  friends,  we're  one  at  heart, 

And  soon  we  shall  step  down, 
To  take  our  place  and  do  our  part, 

Regardless  of  renown, — ■ 
To  teachers  whom  we  justly  owe 

Our  hearts'  deep  gratitude 
We  would  that  all  now  here  should  know 

How  loyal  we  have  stood. 

We  know  that  we  shall  praise  them  best 

By  all  we  bravely  dare  and  do; 
For  worthy  action  is  the  test 

Of  every  life  that  would  be  true. 
And  now  this  tribute  we  would  raise 

To  dear  old  alma  mater, 
While  we  proudly  sing  her  praise, 

In  worth  there  is  none  greater, 


116  WERNER'S  READINGS  NO.  54 

Now  dear  classmates,  friends,  good-bye, 

And  dear  teachers,  one  and  all, 
Who  no  kindness  did  deny 

You  whose  worth  we  now  recall. 
And  of  this  we  have  received, 

We  to  others  would  repay; 
May  this  ever  be  our  pleasure, 

As  on  this  Commencement  Day. 


ALUMNI  GREETING  SONG. 


Mary  A.  McClelland. 


(Alumni   Association   New   York    State   Normal    College.) 


(Air:   "America.") 

NOW  thanks  to  God  above, 
That  through  His  watchful  love 
We  meet  once  more. 
We  come  from  valley  wide, 
From  rugged  mountain  side      / 
From  ocean's  surging  tide, 
From  rocky  shore. 

To  grasp  a  schoolmate's  hand, 
Make  strong  old  friendship's  band, 

We've  gathered  here; 
To  tell  the  deeds  we've  done, 
The  honors  fairly  won, 
O'erlook  the  race  we've  run, 

Each  other  cheer. 

For  His  own  guiding  hand, 
Through  drear  and  desert  land, 

Through  wilds  untrod; 
For  stars  in  darkest  night, 
For  skill  to  yield  aright 
The  sword  in  fiercest  fight, 

Thanks  be  to  God. 

If  we  have  taught  the  eye 
To  read  in  earth  and  sky 

Thy  art  divine — 
Have  taught  the  heart  to  feel 

The  love  Thy  laws  reveal, 
Thy  care  for  human  weal — 

The  work  was  Thine. 

If  error's  bonds  we've  riven, 
The  noble  impulse  given 

To  do  the  right; 
Then  hear  us  while  we  raise 


COMMENCEMENT  WEEK  117 

The  voice  in  joyous  lays — ■ 
To  Thee  ascribe  all  praise 
Thou  God  of  might! 

Forgive  us  that  we've  strayed, 
Pardon  the  failures  made, 

Our  prayer  receive. 
Ere  yet  the  day  is  done, 
Ere  sinks  the  western  sun, 
Forgive,  Thou   Holy   One,  

Do  Thou  forgive! 


"PATIENCE  TO  BEAR  AND  STRENGTH  TO  DO." 

(Alumni   Reunion.) 


Mrs.  E.  A.  Matthews. 


AS  those  who,  standing  on  a  mountain-height, 
Look  backward  o'er  the  path  so  lately  trod — 
See  the  broad  river  sparkling  in  the  light, 
Mark  the  rich  cornfields  as  they  wave  and  nod, 
See  the  green  meadows,  and  the  lazy  sheep, 
Nor  think  of  dangers  past,  or  chasms  deep — 

So  we,  to-day,  in  thinking  of  the  past, 
The  few  short  years  now  gone  forevermore, 

Speak  only  of  the  joys  that  would  not  last 
But  vanished,  like  the  waves  upon  the  shore; 

Forgotten  is  each  irksome  task  and  rule, 

And  tender  memories  linger  round  our  school. 

How  many  years  of  life  and  strife  have  fled, 
Fair,  white-robed  maidens,  with  unruffled  brow 

And  youth's  bright  aureole  shining  round  your  head, 
Since  we  stood,  eagerly,  where  ye  stand  now, 

And  thought  life's  labors  were  forever  done— 

Not  dreaming  that  they  scarcely  had  begun! 

Few  seem  the  days  that  have  already  gone — 

Has  youth,  with  its  sweet  promise,  passed  so  soon? 

Have  we,  indeed,  reached  life's  meridian? 
And  stand  we  now  beneath  the  skies  of  noon? 

Do  these  young  creatures,  with  their  frills  and  curls, 

Smile  slyly  as  we  call  each  other  "Girls?" 

Well,  well,  "De  gustibus" — you  know  the  rest— 
I've  seen  the  day  when  springtime  was  my  choice, 

And  gentle  lambs,  and  robins,  building  nests, 
And  all  the  thousand  fresh  and  tender  joys 

Of  bursting  buds,  and  nature's  infancy, 

And  morning,  smiling  over  land  and  sea! 


118  WERNER'S  READINGS  NO.  54 

But  now.  I  sing  the  glorious  month  of  June — 
Perfect  midsummer  days  and  sunny  hours— 

The  ripened  wheat  beneath  the  blaze  of  noon — 
Ripe  berries,  and  the  wanton  wealth  of  flowers! 

I  sing  the  praises  of  successful  strife — 

Glorious  maturity  and  middle  life! 

Since  last  we  met  here  some  have  wandered  far, 
Viewed  sacred  shrines,  and  famous  battlefields; 

We  all  have  felt  the  heavy  hand  of  care — 
We've  tasted  all  the  joys  that  earth  can  yield. 

We've  smiled,  we've  wept — we've  sorrowed,  toiled,  and 
prayed, 

Doing  our  work  in  sunshine  and  in  shade ! 

What  though  the  task  has  sometimes  seemed  too  great? 

What  though  the  burden  pressed  our  shoulders  down? 
What  though  more  trials  on  our  future  wait? 

Shall  we,  then,  greet  its  coming  with  a  frown? 
No,  sisters,  no!    Life's  secret  and  its  beauty 
Is  "patience  to  bear,  and  strength  to  do  our  duty." 

So,  alma  mater,  at  your  call  we  come, 
Though  severed  far  by  mountain  and  by  stream; 

From  country  nook  and  lofty  city  home, 
Hoping  to  catch  from  out  the  past  a  gleam 

Of  that  sweet  life  of  youth,  now  seen  no  more — • 

That  "Light  which  never  was,  on  sea  or  shore." 

We  thank  the  Giver  of  our  morning  hours 
Who  sends  us  nobler  duties  for  our  noon; 

We  loved  the  tender  blossoms  of  the  spring 
And  now  we  love  the  ripening  fruits  of  June. 

Dear  is  the  memory  of  youth's  bright  joys, 

But  dearer  still  our  growing  girls  and  boys! 


MIND  CULTIVATION  MAN'S  NOBLEST  OBJECT. 

Elliott  Danforth. 


(Reunion  of  graduates  at  laying  of  cornerstone  of  new  Schoharie  Academy.) 


OUR  hearts  to-day  are  moved  by  a  common  impulse;  our  thoughts 
flow  in  the  same  channel.  In  coming  back  to  this  endeared  spot, 
we  unite  in  offering  reverence  and  gratitude  and  filial  devotion 
to  the  mother  who  cherished  and  trained  us  and  then  dismissed 
us  with  her  blessing  and  sent  us  forth  to  our  work.  We  have  come 
to  offer  thanksgiving,  not  only  for  God's  manifest  tokens  of  kindness 
to  us,  but  for  that  unbroken  stream  of  bounty  and  prosperity  which 
during  all  these  years  He  has  poured  upon  our  beloved  academy.  We 
have  come  to  look  on  each  other's  faces  again  and  refresh  our  spirits 
by  the  interchange  of  kind  thoughts  and  grateful  remembrances.  Many 
of  those  dear  to  us  in  our  school  days  now  lie  in  the  grave;  that  fact 
tempers  the  joys  of  this  hour  with  tenderness  and  sadness. 


COMMENCEMENT  WEEK  119 

We  congratulate  the  students  of  to-day  on  their  advantages,  their 
attainments,  their  prospects;  we  counsel  them  to  gird  themselves  with 
strength  from  on  High  that  they  may  be  prepared  to  meet  the  high 
demands  of  the  age.  We  tender  our  acknowledgments  to  the  inhab- 
itants of  this  ancient  and  honored  town  for  the  cordial  and  graceful 
hospitality  which  we  have  found,  and  in  which  we  recognize  only  a 
reproduction  of  what  we  used  to  witness  in  their  fathers  and  mothers 
who  have  fallen  asleep.  We  ratify  afresh  our  vows  of  fraternal  fel- 
lowship with  each  other,  grateful  for  this  happy  meeting  and  sending 
our  thoughts  and  hopes  forward  to  a  glorious  renewal  of  our  inter- 
course, where  the  meeting  shall  be  not  for  a  day,  but  for  eternity. 
The  scenes  through  which  we  are  now  passing  will  never  fade  from 
our  memories;  we  shall  dwell  upon  and  cherish  them — they  will  make 
all  our  thoughts  of  the  old  school  home  more  precious;  and  we  shall 
gather  from  them  fresh  stimulus  to  the  prosecution  of  our  onward, 
upward  journey. 

At  the  foundation  of  every  successful  system  of  education  there 
must  be  created  a  thirst  for  knowledge;  there  must  be  a  taste  for  in- 
tellectual pursuits,  a  sense  of  the  dignity  and  influence  of  mental  cul- 
ture. If  the  desire  for  improvement  be  united  with  a  resolute  purpose 
that  will  not  be  daunted  or  repressed,  it  will  necessarily  result  in  pro- 
gress, in  noble  attainments.  Many  a  youth  has  formed  the  desire,  and 
has  looked  with  a  longing  eye  towards  that  eminence  where  stand  the 
good  and  great  of  all  ages  and  climes,  but  has  not  possessed  resolution 
enough  to  take  the  first  step  toward  reaching  it.  Many  have  desired 
to  be  leaders  of  the  people.  They  think  very  favorably  of  their  own 
fitness  for  such  a  position,  and  of  their  own  superior  skill  to  manage 
and  direct,  but  they  neglect  to  do  any  deed  which  will  manifest  their 
ability. 

When  the  Pilgrim  Fathers  landed  on  Plymouth  Rock,  they  raised 
their  voices  in  thanksgiving  to  God  for  deliverance  from  persecution 
and  from  dangers  of  the  ocean.  They  erected  a  church  in  which  they 
might  worship  God,  but  hard  by  the  village  church  they  built  the 
schoolhouse  and  established  the  village  school.  Their  primary  devo- 
tion was  to  the  worship  of  God,  their  secondary  to  the  education  of 
their  children.  They  brought  with  them  an  overwhelming  sense  of 
religious  obligation.  The  idea  that  the  child  of  the  rich  man  was  better 
than  the  child  of  the  poor  man  found  no  place  in  their  code,  hence 
they  enacted  among  their  first  laws  that  every  child  should  be  edu- 
cated at  the  public  expense  in  a  common  school,  where  the  rich  and  the 
poor,  the  high  and  the  low,  should  share  in  common  privileges,  and 
where  the  only  insignia  of  rank  should  be  worn  by  him  who  by  devo- 
tion to  learning  should  aspire  to  the  noble  qualities  of  the  scholar.! 
The  systems  of  education  adopted  by  the  founders  of  the  Republic,  and 
which  have  been  developed  and  improved,  have  been  fruitful  of  won- 
ders. Under  the  influence  of  these  institutions,  our  nation  has  pros- 
pered beyond  any  other  nation  on  the  face  of  the  earth.  Our  aim 
should  be  to  uphold  these  institutions.  Our  duty  is  to  cherish  them 
and  build  them  up  as  the  instruments  of  our  success.  Around  oui\ 
common  schools  all  good  and  true  men  should  rally;  every  means, 
which  improve  and  perfect  the  system,  should  be  freely  lavished  upon 
it.  Only  when  our  combined  organizations  in  all  their  parts,  from  the 
primary  department  up  through  the  academy  and  college  to  the  uni- 


120  WERNER'S  READINGS  NO.  b* 

versity  with  its  professional  schools,  are  made  thorough  and  effective, 
can  satisfactory  results  be  produced  and  the  scholar  who  shares  their 
benefits  become  truly  learned. 

Knowledge  makes  its  possessor  an  honor  to  his  race.  Intelligence 
guides  the  business  of  the  world,  is  the  first  element  of  prosperity, 
builds  our  factories,  invents  the  machinery  with  which  to  fill  them, 
constructs  our  railroads,  stretches  the  wire  of  the  telegraph,  teaches 
us  to  talk  with  the  lightning,  gives  to  the  possessor  thrvt  confidence  in 
his  abilities  and  that  cspect  for  self  which  raises  us  in  the  scale  of 
being,  makes  the  earth  seem  brighter,  the  foliage  richer,  the  bird's  song 
sweeter,  the  colors  of  the  flowers  more  brilliant.  Intelligence  enables 
us  to  interpret  the  purposes  and  designs  of  the  Creator,  and  to  live 
nearer  to  His  character,  mends  the  broken  threads  of  life,  smooths  the 
rough  places  in  the  mind  and  heart,  and  softens  the  pathway  to  the 
tomb. 

The  noblest  object  for  which  any  man  can  live,  is  cultivation  of  the 
mind,  for  the  mind  governs  and  directs  us  in  all  things.  If  we  would 
have  our  lives  well-ordered,  would  be  wisely  governed,  we  should  seek, 
first  of  all,  generous  mental  culture.  The  many  ills  to  which  we  are 
subject,  the  troubles  and  vexations  with  which  our  lives  are  beset,  re- 
sult principally  from  ignorance.  We  are  created  with  the  special  design 
of  improving  our  gifts,  and  yet  the  man  who  gives  his  life  to  study  is 
able  to  master  only  a  few  of  the  elements  of  knowledge. 

Education  is  the  work  of  developing  the  faculties  of  the  mind,  a 
process  by  which  the  mental  energies  are  furnished  with  material  and 
put  to  work.  The  mind  is  sometimes  compared  to  a  storehouse,  where 
a  profusion  of  articles  are  indiscriminately  stowed  away.  Better  liken 
it  to  the  workshop  of  the  mechanic,  or  to  the  studio  of  the  artist  where 
numerous  operatives  are  engaged  in  executing  forms  of  beauty  and  use- 
fulness. The  various  faculties  of  the  mind,  as  memory,  imagination, 
taste,  are  the  workmen  employed.  The  material  which  they  are  en- 
gaged in  transforming  into  beautiful  and  useful  shapes,  the  marble,  the 
steel,  the  gold,  the  silver,  are  the  ideas  which  we  l.ave  of  the  various 
objects  by  which  we  are  surrounded.  The  means  by  which  those  work- 
men have  acquired  skill  in  producing  specimens  of  their  labor  of  greater 
or  less  excellence,  as  regards  strength,  harmony,  durability,  finish,  is, 
when  applied  to  the  energies  of  mind,  what  we  mean  by  education. 
We  should  not  labor  so  much  to  accumulate  vast  stores,  as  to  give 
the  mind  clear  and  vivid  conceptions,  and  to  stimulate  its  energies  to 
long  and  vigorous  exertions. 

I  must  not  close  without  reminding  you  of  the  obligations  we  owe 
to  the  institution  in  which  we  have  been  trained;  to  the  alma  mater 
that  awakened  our  early  aspirations  and  guided  our  efforts  in  the  cause 
of  learning.  We  have  watched  her  growing  usefulness  as  years  have 
passed.  If  any  cloud  has  temporarily  darkened  her  horizon,  we  have 
anxiously  kept  our  eye  upon  it  until  it  has  disappeared,  and  so  we  shall 
continue  to  do.  Let  her  successor,  whose  cornerstone  we  lay  to-day, 
stand,  as  she  has  done,  the  bulwark  of  learning;  let  her  grow  fresh  as 
she  grows  old;  let  future  and  better  generations  lay  their  willing  offer- 
ings at  her  feet,  and  let  her  history  reach  down  throughout  all  time 
and  constitute  a  brilliant  chapter  in  the  history  of  our  State. 


COMMENCEMENT  WEEK  121 

VOICE  FROM  THE  BLACK  BELT. 


Booker  T.  Washington. 


(Upon  receiving  honorary  degree  from  Harvard  University.) 


Mr.  President  and  Gentlemen: 

My  embarrassment  would  in  some  measure  be  relieved  if  I  could, 
even  in  a  slight  degree,  feel  myself  worthy  of  the  great  honor 
which  you  do  me  to-day.  Why  you  have  called  me  from  the 
Black  Belt  of  the  South,  from  among  my  humble  people,  to  share  in 
the  honors  of  this  occasion,  is  not  for  me  to  explain;  and  yet  it  may 
not  be  inappropriate  for  me  to  suggest  that  it  seems  to  me  that  one 
of  the  most  vital  questions  that  touches  our  American  life  is  how  to 
bring  the  strong,  wealthy  and  learned  into  helpful  touch  with  the  poor- 
est, most  ignorant  and  humble,  and  at  the  same  time  make  the  one 
appreciate  the  vitalizing,  strengthening  influence  of  the  other.  How 
shall  we  make  the  mansions  on  yon  Beacon  Street  feel  and  see  the  need 
of  the  spirits  in  the  lowliest  cabin  in  Alabama  cottonfields  or  Louisi- 
ana sugar-bottoms?  This  problem  Harvard  University  is  solving,  not 
by  bringing  itself  down,  but  by  bringing  the  masses  up.  If  through 
me,  an  humble  representative,  seven  millions  of  my  people  in  the  South 
might  be  permitted  to  send  a  message  to  Harvard — Harvard  that 
offered  up  on  death's  altar  young  Shaw,  and  Russell,  and  Lowell  and 
scores  of  others,  that  we  might  have  a  free  and  united  country — that 
message  would  be:  "Tell  them  that  the  sacrifice  was  not  in  vain.  Tell 
them  that  by  the  way  of  the  shop,  the  field,  the  skilled  hand,  habits  of 
thrift  and  economy,  by  the  way  of  industrial  school  and  college,  we 
are  coming.  We  are  crawling  up,  working  up,  yea,  bursting  up.  Often 
through  oppression,  unjust  discrimination  and  prejudice,  but  through 
them  all  we  are  coming  up,  and  with  proper  habits,  intelligence  and 
property,  there  is  no  power  on  earth  that  can  permanently  stay  our! 
progress." 

If  my  life  has  meant  anything  in  lifting  up  my  people  and  bringing 
about  better  relations  between  your  race  and  mine,  I  assure  you  from 
this  day  it  will  mean  doubly  more.  In  the  economy  of  God  there  is 
but  one  standard  by  which  an  individual  can  succeed — there  is  but  one 
for  a  race.  This  country  demands  that  every  race  measure  itself  by 
the  American  standard.  By  it  a  race  must  rise  or  fall,  succeed  or  fail, 
and  in  the  last  analysis  mere  sentiment  counts  for  little.  During  the 
next  half  century  and  more  my  race  must  continue  passing  through 
the  severe  American  crucible.  We  are  to  be  tested  in  our  patience, 
our  forbearance,  our  perseverance,  our  power  to  endure  wrong,  to 
withstand  temptations,  to  economize,  to  acquire  and  use  skill;  our 
ability  to  compete,  to  succeed  in  commerce,  to  disregard  the  super- 
ficial for  the  real,  the  appearance  for  the  substance,  to  be  great  and 
yet  small,  learned  and  yet  simple,  high  and  yet  the  servant  of  all.  This, 
this  is  the  passport  to  all  that  is  best  in  the  life  of  our  Republic,  and 
the  negro  must  possess  it,  or  be  debarred.  While  we  are  thus  being 
tested,  I  beg  of  you  to  remember  that  wherever  our  life  touches  yours 
we  help  or  hinder.  Wherever  your  life  touches  ours  you  make  us 
stronger  or  weaker.  No  member  of  your  race  in  any  part  of  our 
country  can  harm  the  meanest  member  of  mine  without  the  proudest 


122  WERNER'S  READINGS  NO.  54 

and  bluest  blood  in  Massachusetts  being  degraded.  When  Mississippi 
commits  crime,  New  England  commits  crime,  and  in  so  much  lowers 
the  standard  of  your  civilization.  There  is  no  escape — man  drags  man 
down,  or  man  lifts  man  up.  In  working  out  our  destiny,  while  the 
main  burden  and  center  of  activity  must  be  with  us,  we  shall  need, 
in  a  large  measure  in  the  years  that  are  to  come,  as  we  have  in  the 
past,  the  help,  the  encouragement,  the  guidance  that  the  strong  can 
give  the  weak.  Thus  helped,  we  of  both  races  in  the  South  soon  shall 
throw  off  the  shackles  of  racial  and  sectional  prejudice  and  rise  as 
Harvard  University  has  risen,  and  as  we  all  should  rise,  above  the> 
clouds  of  ignorance,  narrowness  and  selfishness;  into  that  atmosphere, 
that  pure  sunshine,  where  it  will  be  our  highest  ambition  to  serve  man, 
our  brother,  regardless  of  race  or  previous  condition. 


PUMP-HANDLE  SHAKE. 


Levi  Gilbert. 


(Twenty-flfth  annual  reunion  of  a  Yale  University  Class.) 


HOW  good  does  it  feel,  for  sweet  fellowship's  sake, 
To  give  one  another  the  pump-handle  shake; 
To  grip  each  dear  comrade,  our  classmate  of  old, 
With  a  heart  and  a  hand  which  shall  never  grow  cold. 

But  all  are  not  here — our  voices  are  low — 
Some  are  lost  in  the  light  of  eternity's  glow; 
Not  here  a  full  roster,  but  yonder  we'll  meet 
In  blessed  reunion,  with  a  roll-call  complete. 

Here's  to  loved  alma  mater!    We  greet  her  again; 
We  pledge  her  affection  that  never  shall  wane; 
While  we  feel  the  old  throb  in  our  pulses  astir, 
Let  us  bind  every  heart-tendril  closer  to  her. 

What  sweet  recollections  as  memory  calls! 
What  visions  of  joy  throng  the  old  rooms  and  halls, 
The  old  row,  the  old  benches,,  the  campus  and  trees — 
Can  the  oxide  of  time  dull  the  brightness  of  these? 

How  many  the  years?    Twenty-five?     Ah,  you  joke — 
Not  a  century's  quarter  since  our  dear  circle  broke! 
Who'll  believe  it  or  count  it  any  more  than  a  dream? 
We're  youngsters  of  twenty,  whatever  we  seem. 

The  years,  how  they  gallop — O  my!  and  O  dear! 
And  we  gallop  with  them — no  fancy,  I  fear. 
The  blazing  noon  sun  bathes  our  foreheads  with  sweat; 
But  noon  is  not  sundown — the  best  of  life's  yet. 

Ah,  who  of  us  knows  the  laughter  and  tears 
That  make  up  the  volume  of  twenty-five  years? 
The  bitter-sweet  music,  whose  measurements  beat 
To  labor  and  struggle,  success  and  defeat? 


COMMENCEMENT  WEEK  123 

How  far  have  we  scattered  throhgh  east  and  through  west, 
But  now  we  come  back,  like  birds  to  their  nest; 
We  love  the  old  town,  the  river,  the  hills — 
The  past  and  its  pathos  every  chord  in  us  thrills. 

A  third  of  us  parsons?    Yes,  more  too — and  shame, 
This  reprobate  world  goes  on  sinning  the  same; 
At  least  thirty  thousand  "great  sermons"  we've  preached, 
And  still,  sad  to  say,  no  millennium  reached. 

But  our  half-dozen  lawyers,  let  them  make  report, 

Our  honorables,  judges,  and  pleaders  in  court; 

By  jury  and  sentence  have  they  settled  Old  Nick, 

Have  they  brought  in  the  kingdom  with  pace  double-quick? 

Our  more  than  half-dozen  professors,  perhaps, 
By  lectures  and  text-books  have  dealt  Satan  raps; 
So  exorcised  demons  with  science  and  "lit." 
That  of  "original  sin"  they  have  not  left  a  bit. 

Or  stay — there  are  editors,  publishers;  sure, 
With  presses  and  types,  they  have  worked  the  world's  cure, 
They  have  killed  the  old  serpent  and  brought  Eden  back. 
(But  they're  doleful,  and  murmur,  "Alas  and  alack!") 

Our  class  was  a  wonder;  but,  brothers,  our  fears, 
In  spite  of  the  labors  of  twenty-five  years, 
Are  hinting  humanity's  not  quite  redeemed; 
The  contract  was  harder,  perhaps,  than  it  seemed. 

But  what  of  it  all,  when  the  worst  has  been  said? 
There's  time  enough  yet,  ere  we're  all  of  us  dead; 
If  years  twenty-five  in  addition  must  spin, 
We'll  carry  brave  hearts  and  we'll  never  give  in. 

With  all  the  great-hearted,  the  valiant,  and  true 
Who  follow  God's  banners  to  dare  and  to  do, 
With  courage  and  faith,  let  us  keep  in  the  fray, 
And  battle  with  darkness  till  Christ  wins  the  day! 


FIFTIETH  MILESTONE  OF  CLASS. 


Mrs.  Keyes-Becker. 


THE  varying  years,  like  shifting  sands 
Within  the  simple  hour-glass, 
Have  hastened  on  to  reach  and  turn 
The  fiftieth  milestone  of  our  class. 

Hail  to  the  members,  near  or  far 
In  spite  of  distance, — weather! 

A  truce  we  bear  to  Father  Time 
For  just  one  hour  together. 


124  WERNER'S  READINGS  NO.  Sd 

We  fling  the  score  of  fifty  years 

For  anyone  to  ponder, 
And  challenge  fate  to  duplicate 

Our  members  here  or  yonder. 

My  mind  a  glowing  picture  holds 
Of  more  than  fifty  graduates, 

All  pink  and  white  and  tender  green — 
Enthusiasts  and  infatuates! 

They  went,  equipped  to  lead  the  strife — 
To  conquer,  as  each  felt  he  must, 

The  hydra-headed  monster,  wrong, 
And  lay  him  vanquished,  in  the  dust. 

And  some  fulfilled  their  mission  bold — 
Finished  their  work  and  passed  from  sight, 

Resplendent  in  heroic  deeds 
And  doubly  crowned  by  love  and  right. 

But  other  some,  learned  slow,  toiled  hard 
And  strove,  nor  always  gained; 

They  saw  the  swift  advancing  years 
And  little  else  by  them  attained. 

Although  for  each  the  horoscope 
Of  mingled  shadow  and  of  sun — 

Not  one  but  had  a  proffered  chance 
His  finest  race  to  run. 

Now,  garners  filled  and  cargoes  launched 
The  toils  and  ills  of  life  subdued, 

We  wait  with  grateful  hearts  to  join 
The  throng  with  larger  life  imbued. 

Hail,  and  farewell!  if  nevermore 
We  meet  upon  this  hither  strand; — 

The  shore  we  once  discerned  afar, 
Is  nearing  now — is  close  at  hand. 

Hail,  and  farewell!  a  generous  freight 
Of  heart-felt  wishes  forth  I  send 

To  every  mate  of 

And  blessings — without  end. 


'I'M '6  WHEN  I  STAND  ON  MY  HEAD.' 


A  little  girl  who  went  to  school,  one  day  saw  that  the  figure  9 
When  upside  down  was  just  a  6.    She  laughed  and  thought  it  very  fine, 
When  grandma  said,  "How  old  are  you?"    What  do  you  think  the  lassie 

said? 
"I'm  9  when  standing  up  like  this,  and  6  if  I  stand  on  my  head!" 


COMMENCEMENT  WEEK  125 

THROUGH  DIMNESS  TO  TRUTH. 


Washington  Gladden. 


(Poem  read  at  Williams  College  Alumni  dinner.) 


DRAWN  from  hill  and  plain  and  prairie,  from  the  lands  of  corn 
and  pine, 
We  are  gathered,  alma  mater,  for  our  love  to  thee  and  thine. 
Silver  hairs  and  beardless  faces,  men  of  words  and  men  of  deeds, 
Followers  of  many  callings,  worshipers  of  many  creeds, 
Well  content  in  much  to  differ  so  that  only  we  may  be 
Loyal  to  our  alma  mater,  one  in  love  to  thine  and  thee. 

Bond  is  this  that  brings  no  burden,  loyalty  that  never  shames, 
Pure  the  heart  on  whose  high  altar  such  a  blameless  passion  flames. 
Not  for  greed  and  not  for  glory  cherish  we  our  love  for  thee, 
From  all  soilure  of  the  senses  is  our  heart's  devotion  free; 
For  the  gift  for  which  our  praises  and  our  thanks  to  thee  unite 
Is  the  bounty  of  the  spirit,  is  the  boon  of  life  and  light. 

Alma  mater,  we  invoke  thee!   let  thy  sons  behold  thy  face! 
Wilt  thou  not,  for  our  imploring,  deign  our  festival  to  grace? 
In  our  speech  we  often  name  thee,  in  our  songs  we  tell  thy  worth. 
Show  us  something  of  thy  presence;  let  us  see  thee  on  the  earth: 
Nothing  ghostly  can  we  deem  thee;  kindred  of  our  souls  art  thou: 
Speak,  that  we  may  well  discern  thee,  and  hold  converse  with  thee  now! 

Stately  mountains,  strong  and  silent,  warders  of  the  valley  sweet, 
Capped  with  clouds  and  clad  with  forests,  meadows  nestling  at  your 

feet, 
Writing  out  your  mighty  legend  in  the  bold  horizon  lines, 
Roaring  out  your  savage  saga  when  the  wind  raves  through  the  pines, 
Green  with  all  the  tints  of  springtime  when  the  May's  sweet  voices  call, 
Flaming  like  the  fires  of  sunset  when  the  frosts  of  autumn  fall, — 

Valley  of  the  winding  river,  guarded  by  the  mountains  strong, 

Where  the  little  hills  rejoicing  join  the  pastures  in  their  song, 

Halls  and  towers  and  groves  and  temples,  rising  now  in  vision  clear, 

Beautiful  for  situation,  fair  to  sight,  to  memory  dear, — 

Ye  are  not  our  alma  mater;  ye  are  but  the  sacred  shrine 

Of  a  spirit  free,  transcendent,  of  a  life  unseen  divine! 

Stately  halls  and  towers  will  crumble,  brick  and  stone  return  to  dust, 

All  the  treasures  men  can  gather  prove  a  prey  to  moth  and  rust; 

But  the  life  of  alma  mater  waneth  not  with  passing  years, 

On  her  brow  "Time  writes  no  wrinkle;"  in  her  steady  eye  appears 

Not  a  trace  of  age  or  dimness,  in  her  locks  no  streak  of  gray, 

For  her  life  is  life  immortal,  and  she  knoweth  not  decay. 

Nay,  thou  art  no  ghost,  our  mother;  yet  no  shape  of  sense  art  thou; 
Truth  thou  art,  and  trust  and  honor,  wisdom  sits  upon  thy  brow; 
Honest  thought  and  high  endeavor  on  thy  left  hand  and  thy  right, 


126  WERNER'S  READINGS  NO.  54 

Faith  thy  vital  breath  and  being,  hope  thy  vision,  love  thy  light; 
Eyes  can  see  not,  ears  can  hear  not,  all  that  thou  art  called  to  be, 
For  the  spirit  ip  its  freedom  lives  and  loves  and  rules  in  thee. 

So  we  welcome  thee,  enthrone  thee  alma  mater  at  our  feast; 
Reverently  thy  sons  salute  thee:  art  thou  not  our  viewless  guest? 
Here  we  stand  with  heads  uncovered,  and  with  minds  attentive,  wait 
For  thy  gracious  benediction,  for  thy  smile  serene,  sedate; 
Hast  thou  not  some  word  of  counsel,  truth  to  hearten,  hope  to  cheer? 
There  is  silence,  alma  mater!  speak,  and  we  thy  sons  will  hear! 

Something  stiller  than  the  silence,  something  softer  than  a  sound 

Falls  upon  the  inward  ear  as  falls  the  dew  upon  the  ground: 

"For  your  words  of  love,  my  children,  for  the  bounty  of  your  praise, 

Take  my  blessing;  let  it  brighten  all  the  remnant  of  your  days. 

With  my  sons  I  share  my  honor;  all  I  have  to  you  I  give; 

In  your  weal  I  find  my  welfare;  in  your  happiness  I  live. 

"Ye  are  seeking  how  to  serve  me;  ye  have  thought  how  ye  may  best 
Fill  my  days  with  peace  and  plenty,  make  my  life  more  fully  blest: 
Hear  me,  then,  while  I  adjure  you,  by  the  love  ye  bear  to  me, 
That  ye  lift  on  high  forever  kingly  truth  that  maketh  free; 
That  ye  keep  your  faith  in  honest  worth  and  honor  without  stain; 
That  ye  hate  the  bribes  of  mammon  and  the  heresy  of  Cain. 

"Learning's  need?    Not  millions;  nay,  but  men  of  light  and  power  and 

truth; 
Men  whose  steady  flame  will  kindle  glow  of  love  in  generous  youth; 
Men  whose  life  is  not  for  lucre;  men  to  whom  the  scholar's  call 
Is  for  duty,  not  for  fodder  like  the  cattle  in  the  stall: 
Can  ye  buy  them  in  the  market?    Nay,  more  dear  their  life  they  hold; 
Who  have  given  their  lives  for  love  can  never  sell  their  souls  for  gold. 

"Give  me  such  to  stand  before  me,  as  the  years  my  life  renew; 

Men  heroic,  consecrated,  to  the  scholar's  function  true; 

With  the  soul  of  mighty  Alcuin,  with  old  Beda's  courage  high, 

Wiclif's  vision  of  the  future,  Colet's  glorious  constancy; 

Give  me  these  and  learning  need  not  with  the  powers  of  greed  confer; 

All  things  that  her  life  requireth  shall  be  added  unto  her." 

Alma  mater,  we  are  standing  in  the  calmness  and  the  hush, 

Silent,  as  the  prophet  waited  by  the  flame  of  burning  bush; 

And  the  conscious  air  is  trembling  with  the  truth  our  ears  have  heard, 

And  within  our  hearts  is  hidden  all  the  meaning  of  thy  word: 

In  the  shadowy  ways  before  us  thou  our  counselor  shalt  be, 

For  thou  leadest  through  the  dimness  to  the  truth  that  maketh  free. 


VASSAR  CHANT. 


We  Vassar  girls  say,  as  at  vespers  we  pray: 

Help  us  good  maids  to  be;  give  patience  to  wait, 

Till  some  subsequent  date,  world  without  men,    Ah. .  .me! 


COMMENCEMENT  WEEK  \27 

HARVARD  DINNER  SPEECH. 


Oliver  Wendell  Holmes. 


(Speech  as  President  of  the  day,  Harvard  Alumni  Association,  1860,  institut- 
ing public  speaking  at  "Harvard  Dinners;"  also  inauguration  of  President  Felton.) 


THIS  festival  is  always  a  joyous  occasion.  It  resembles  a  scattered 
family  without  making  any  distinction  except  that  which  age 
establishes,  an  aristocracy  of  silver  hairs  which  all  inherit  in  their 
turn,  art"  none  is  too  eager  to  anticipate.  In  the  great  world  outside 
there  are  and  must  be  differences  of  lot  and  position;  one  has  been 
fortunate,  another,  toiling  as  nobly  perhaps,  has  fallen  in  with  adverse 
currents;  one  has  become  famous,  his  name  stares  in  great  letters 
from  the  hand-bills  of  the  drama  of  his  generation;  another  lurks  in 
small  type  among  the  supernumeraries.  But  here  we  stand  in  one  un- 
broken row  of  brotherhood.  No  symbol  establishes  a  hierarchy  that 
divides  one  from  another;  every  name  which  has  passed  into  our  golden 
book,  the  triennial  catalogue,  is  illuminated  and  emblazoned  in  our 
remembrance  and  affection  with  the  purple  and  sunshine  of  our  com- 
mon mother's  hallowed  past  and  hopeful  future.  We  have  at  this  time 
a  twofold  reason  for  welcoming  the  return  of  our  day  of  festive  meet- 
ing. The  old  chair  of  office,  against  whose  uneasy  knobs  have  rested 
so  many  well-compacted  spines,  whose  uncushioned  arms  have  em- 
braced so  many  stately  forms,  over  whose  inheritance  of  cares  and  toils 
have  ached  so  many  ample  brows,  is  filled  once  more  with  a  goodly 
armful  of  scholarship,  experience  and  fidelity.  The  president  never 
dies.  Our  precious  mother  must  not  be  left  too  long  a  widow,  for 
the  most  urgent  of  reasons.  We  talk  so  much  about  her  maternity 
that  we  are  apt  to  overlook  the  fact  that  a  responsible  father  is  as 
necessary  to  the  good  name  of  a  well-ordered  college  as  to  that  of  a 
well-regulated  household.  As  children  of  the  college,  our  thoughts 
naturally  center  on  the  fact  that  she  has  this  day  put  off  the  weeds  of 
her  nominal  widowhood,  and  stands  before  us  radiant  in  the  adornment 
of  her  new  espousals.  You  will  not  murmur,  that,  without  debating 
questions  of  precedence,  we  turn  our  eyes  upon  the  new  head  of  the 
family,  to  whom  our  younger  brothers  are  to  look  as  their  guide  and 
counsellor  as  we  hope  and  trust  through  many  long  and  prosperous 
years. 

Brothers  of  the  Association  of  the  Alumni!  Our  own  existence 
as  a  society  is  so  bound  up  with  that  of  the  college  whose  seal  is  upon 
our  foreheads,  that  every  blessing  we  invoke  on  our  parent's  head  re- 
turns like  the  dew  from  heaven  upon  our  own.  So  closely  is  the  wel- 
fare of  our  beloved  mother  knitted  to  that  of  her  chief  counsellor  and 
official  consort,  that  in  honoring  him  we  honor  her  under  whose  roof 
we  are  gathered,  at  whose  breast  we  have  been  nurtured,  whose  fair 
fame  is  our  glory,  whose  lease  of  Ion?  life  is  the  charter  of  our  own 
perpetuity.  I  propose  the  health  of  the  president  of  Harvard  Uni- 
versity: We  greet  our  brother  as  the  happy  father  of  a  long  line  of 
future  alumni. 


128  WERNER'S  READINGS  NO.  54 

MERRY  ALUMNI-DINNER  SPEECH. 


James  J.  Walsh. 


(Fordham.  University.) 


IT  is  late.  I  shall  not  keep  you  long.  One  of  my  dearest  friends 
said  to  me,  a  few  minutes  ago:  "Doctor,  you  want  to  be  short 
and  sweet."  I  fear  he  was  twitting  me.  From  the  height  of  my 
six-feet-two,  and  the  depths  of  250  pounds  of  too,  too  solid  flesh,  I 
shall  try  to  be  as  short  and  sweet  as  possible.  I  know  that  you  have 
been  entertained  this  evening.  I  shall  try  not  to  spoil  it  at  the  end. 
I  know  that  you  have  heard  a  lot  of  good  things,  for  some  of  them  I 
meant  to  have  said  myself.  I  don't  know  anything  that  spv  £s  one's 
digestion  of  a  good  dinner  like  this  so  much  as  having  to  near  the 
good  things  one  intended  to  say  oneself  said  by  someone  else.  You 
remember  what  Hazlitt  said  of  Sheridan  long  ago :  "I  never  know  how 
good  one  of  my  jokes  really  is  until  I  hear  Sherry  tell  it."  I  would 
like  to  have  been  able  to  say  some  of  the  good  things  that  have  been 
said,  but  you  are  gainers.    They  have  been  said  so  much  better. 

At  the  end  of  a  dinner  like  this,  one  is  reminded  of  the  story  of 
the  young  doctors  who,  graduating  together,  thought  so  much  of  each 
other  that  they  agreed  to  name  their  children  to  come  by  certain  fam- 
ily names  in  each  other's  families.  A  girl  was  to  be  named  Kate,  a 
boy  Peter.    Twins  happened  in  each  case.    These  things  will  happen 

in  the  best-regulated  families.    They  must  have  been  men,  for 

they  were  not  nonplussed.  One  girl  was  named  Kate  and  the  other 
Duplicate.  The  boy  was  named  Peter,  his  brother  Repeater.  I  should 
not  like  to  be  either  a  "Duplicate"  or  a  "Repeater"  at  this  time  of  the 
evening.  This  brings  to  my  mind  also  the  Hebrew  version  of  the 
story.  Our  Hebrew  friend  agreed  to  call  his  first  boy  Max.  When  it 
came  to  a  pair  of  boys,  he  called  them  Max  and  Climax.  I  should  like 
to  be  able  to  put  a  proper  climax  to  an  evening  like  this. 

I  have  felt  somewhat  anxious  about  it,  however.  All  during  the 
evening  it  seemed  that  my  time  to  speak  was  coming  all  too  soon.  I 
have  never  realized  before  how  fast  Americans  eat.  Jeffrey  Roche 
once  said :  "Every  minute  saved  at  your  dinner  is  a  dollar  in  the  pocket 
of  your  family  physician  later  on."  For  the  sake  of  the  speakers,  it 
seems  to  me  that  dinner  should  be  prolonged  somewhat,  even  though 

it  would  lessen  the  revenues  of  graduate  doctors.    I  have  an 

Irish  friend  who  said  to  me  this  evening:  "Doctor,  if  you  have  a  spark 
of  wit,  water  it  for  to-night.  We  expect  something  good  from  you." 
I  have  watered  and  wined  it  until  I  fear  it  is  out,  and  so  I  must  pro- 
ceed simply  to  my  duty  of  historian,  and  tell  you  something  of  the 

happenings  of  the  year.    has  caught  the  fever  that  has  affected 

the  country  and  is  expanding — expanding  in  every  way.  Once  more 
her  halls  have  resounded  to  the  announcement  of  the  300th  boy.  Let 
us  hope,  how  little  soever  we  may  be  in  sympathy  with  expansion 

otherwise,  that expansion  will  go  on.    Last  year  she  took 

into  camp  in  glorious  fashion  in  baseball.  Let  us  hope  that  her  blood- 
less victories  will  be  repeated  another  year. 

But  I  do  not  wish  to  keep  you.  Some  of  you  must  rise  early  on 
the  morrow,  which  reminds  me  of  a  story,  because  I  am  expected  to 


COMMENCEMENT  WEEK  129 

tell  stories,  and  this  one  contains  a  moral  which  should  warn  me  from 
keeping  you  any  longer.  It  was  a  court-martial  of  an  old  officer  who 
was  said  to  have  been  corned  in  liquor.  There  was  no  question  that 
he  was  drunk,  but  there  was  something  in  it,  or  in  him,  which  seemed 
to  be  an  extenuating  circumstance.  At  the  court-martial  his  servant 
swore  that  the  Colonel  had  asked  him  to  call  him  early.  This  looked 
as  though  the  old  gentleman  had  net  been  very  much  in  liquor,  and 
the  judge-advocate  hastened  to  get  the  details,  for  he  felt  sure  that 
this  would  clear  his  client.  Only  a  man  in  his  sober  senses  would 
ask  to  be  called  early.  He  wanted  to  know  just  the  exact  words  that 
the  old  gentleman  had  used  in  demanding  that  he  should  be  called. 
The  servant,  with  evident  unwillingness,  gave  them.  They  were:  "You 
must  wake  and  call  me  early,  for  I'm  to  be  Queen  o'  the  May."  If 
any  of  you  have  to  be  called  early  to-morrow  morning,  I  must  let 
you  go. 

ALMA  MATER  AND  THE  PRESENT. 


George  A.  Pettit. 

(President    St.   John's    College.) 


(Alumni  banquet  Fordham  University.) 


I  THANK  you,  Mr.  President,  and  you,  gentlemen,  for  your  warm 
and  generous  welcome.  The  cordial  welcome  and  the  feeling  of 
fraternity  manifested  this  evening  are  an  encouragement  and  an 
inspiration  for  one  who  with  others  bears  the  "burden  of  the  day"  in 
sowing  seeds  which  in  your  minds  have  warmed  into  life,  and  borne 
fruit  that  is  the  treasure,  the  honor,  and  the  joy  of  your  alma  mater. 
Frequent  changes  among  teachers  cause  you  to  be  charged  with  insta- 
bility. Whether  that  accusation  be  true  or  not,  the  Alumni  Association 
is  certainly  not  unstable.  Permanence  is  its  abiding  quality.^  Presi- 
dents and  professors  may  come  and  go,  but  the  college  alumni  "go  on 
forever."  To  your  society  your  college  points  with  pride.  Why?  Not 
merely  because  it  is  so  vigorous  and  so  representative  of  life  and  emi- 
[nence,  nor  merely  because  it  is  a  model  that  similar  organizations  could 
well  imitate;  but  because  this  goodly  company  is  the  living  record  of 

years  of  usefulness  and  service. 

Our  students  know  the  long  hours  their  instructors  are  obliged 
to  teach,  that  learned  leisure  is  not  their  professors'  portion.  More 
favored  seats  of  learning  maintain  chairs  whose  occupants  produce 
monographs  or  volumes  that  secure  recognition  and  reputation  for 
both  authors  and  institutions.  Our  energies  are  perforce  con- 
sumed in  the  quiet  class-room,  in  daily  ministration  to  our  charges. 
Our  ambition,  therefore,  is  to  write,  not  on  the  lifeless  page,  but 
on  the  fresh  young  heart,  the  principles  of  a  God-like  education. 
Our  ambition  is  to  produce  men — men  of  the  stamp  the  world  needs 

to-day.      And  of  you,  men  of ,  we  are  not  ashamed.      You,_  who 

have  stood  the  test  of  actual  conflict  in  profession  and  business, 
are  an  evidence  of  your  own  manly  character,  and  of  your  early 
teachers'  work.  Are  not  our  lawyers,  physicians,  and  business  men  the 
peers  at  least  of  their  competitors?  In  professional  schools  or  else- 
where, have  you  ever  been  the  worse  for  your  precious  inheritance  of 


130  WERNER'S  READINGS  NO.  54 

faith,  for  the  religion  alma  mater  mingled  with  your  daily  tasks,  fof  I 
her  teaching  the  eternal  end,  and  the  eternal  interest,  that  gives  to  man! 
his  real  dignity,  and  to  human  life  its  real  significance?  No!  TheJ 
world  to-day  is  looking  wistfully  to  the  education  you  have  received,! 
and  serious  men  are  realizing  that  there  alone  is  the  remedy  of  ourl 
social  ills. 

Social  problems  are  religious  problems,  religious  problems  are  edu-l 
cational  problems.  Banish  God  and  His  law  from  education,  and  you  J 
have  lack  of  delicacy  of  conscience  and  its  resultant  evils.  Take  away! 
the  restraints  and  the  elevating  influences  of  religious  education,  andf 
you  have  lax  discipline,  lax  morality,  and  no  likelihood  of  remorse  for! 
neglect  of  the  Ten  Commandments.  If  intelligent  and  high-minded 
citizens  are  required,  if  strong  and  sterling  characters  are  desired, — men  I 
who  can  resist  the  seductiveness  of  dishonesty,  and  suffer,  if  need  be,) 
for  the  right, — our  one  hope,  is  this  college.  There  the  touch  of  the! 
Divine  hand  is  brought  to  bear  on  young  souls.  There  the  most  potent  I 
agencies,  human  and  divine,  unite  to  form  youth  to  honest  citizenship  I 

and  noble  manhood.     This  is  the  work college  is  doing,  molding! 

its  select  few  to  be  men  without  price,  men  of  scholarly  attainments,! 
of  Christian  integrity.     Such  is  our  ideal;  we  have  not  entirely  failed 
of  its  accomplishment. 

But  what  of  our  present  circumstances?  You  need  no  assurance 
that  alma  mater  with  her  growing  years  is  becoming  more  vigorous 
and  more  attractive.  Our  students  are  more  numerous  than  they  have 
been  for  the  last  decade.  In  point  of  scholarship  the  majority  of  our 
lads  of  to-day  are  treading  in  their  exemplary  predecessors'  footsteps. 
While  some  colleges  are  curtailing  or  eliminating  courses,  anotherj 
year  of  academic  work  has  been  added  to  our  preparatory  period,  the 
study  of  philosophy  has  been  extended  over  two  years.  Our  curricu- 
lum enforces  fundamental  studies,  forbids  the  student's  energies  to  be 
dissipated  by  needless  options.  Nor  may  our  boys  follow  a  will-o'- 
the-wisp  electivism,  with  its  easier  paths  and  shorter  cuts,  and  its  futile! 
efforts  to  create  men  without  passing  through  the  progressive  stages 
of  infancy  and  youth  to  manhood.  Modern  educators  are  noisily  re- 
discovering the  old  truth  that  education  must  reckon  with  the  indi- 
vidual, and  straightway  they  benevolently  invest  the  raw  recruit  with 

the  dignity  and  prerogatives  of  a  commander-in-chief.     college 

weighs  students'  preferences  and  predilections,  but  does  not  resign  her, 
magisterial  office,  nor  substitute  "by  your  leave"  for  "you  must." 
Hence  your  devotion  to  alma  mater  is  a  reasonable  service.  Proofs 
of  your  devotedness  are  remembered  with  gratitude.  Frequently  have|i 
you  contributed  individually  to  incite  and  reward  worthy  efforts.  Yourj 
commendations  have  swelled  the  number  of  our  students,  and  yourj 
sons'  enrolment  evidences  the  sincerity  of  your  loyal  professions.  Notj 
to  speak  of  the  self-sacrificing  labors  of  your  several  committees,  din- 
ner, athletic  and  others,  as  an  association  your  benefactions  have  been; 
many.    The  Alumni  Essay  Purse  has  stimulated  our  students'  literary; 

ambitions.    Through  the  liberality  of  the  Class  of a  generous  prize! 

for  oratory  has  been  provided.  The  date  of  our  last  Commencement! 
became  a  red-letter  day,  when  your  president  gave  expression  to  your 
affection  for  alma  mater,  and  in  pledge  of  your  sincerity  founded  the; 
medal  which  is  a  reminder  of  your  generosity. 

college  is  proud  of  her  achievements.     Her  works  are  the 


COMMENCEMENT  WEEK  131 

itimony  of  a  glorious  past,  the  credentials  of  present  efficiency,  the 
:sage  of  a  future  full  of  promise.  With  your  persevering  sympathy 
d  aid,  with  the  strength  and  support  accorded  by  Him  for  whom 

|  is  laboring,  college  will  never  betray  her  ideals — never  strike 

colors.  Nor  will  she  ever  relax  in  her  endeavor  to  impart  the 
entific  and  literary  training  which  makes  her  graduates  capable  of 
orning  the  honorable  professions  so  well  represented  here  this  even- 
f,  and  to  inspire  the  members  of  her  household  with  the  manly  piety 
rich  enables  every  one  to  be  not  only  a  center  of  religious  influence, 
ilous  for  the  faith,  but  also  a  true  patriot,  loving  and  defending  the 
3t  interests  of  his  country. 


FAITH  AND  VIRTUE. 

(Alumni   Poem.) 


J.    Drennan. 
(St.  Viateur's  College.) 


ALMA  mater,  kind  protectress, 
Must  we  leave  thee,  now,  forever? 
Must  the  sad  farewell  be  spoken? 
May  we  not  a  little  longer 
Linger  in  thy  sweet  embrace? 
No!  the  voice  of  duty  calls  us 
On  to  life's  great  field  of  labor: 
Many  tasks  our  hands  awaiting 
Call  us  from  thee,  alma  mater. 

Alma  mater,  we  must  leave  thee, 
Though  most  bitter  is  the  parting. 
Time's  swift  stream  is  rushing  onward, 
We  must  launch  our  barks  upon  it. 
May  thy  gentle,  loving  spirit 
Follow  us  in  all  our  wanderings; 
Strengthen  us  against  temptation, 
Cheer  us  in  the  hour  of  sorrow, 
Help  us  bear  life's  heavy  burden, 
Lead  us  to  the  golden  portals 
Of  the  blessed  life  eternal. 
There  before  the  throne  of  heaven, 
We  will  bless  thee,  alma  mater. 

Alma  mater,  tender  mother, 

Though  we  now  must  sadly  leave  thee, 

Yet  this  parting  shall  not  sever 

All  those  ties  of  love  that  bind  us 

Unto  thee  who  kindly  led  us 

Through  the  pleasant  paths  of  knowledge, 

Yielding  us  those  golden  treasures 

Richer  than  the  wealth  of  mammon; 

Teaching  us  the  words  of  wisdom, 

Bidding  us  be  strong  and  valiant, 


132  WERNER'S  READINGS  NO.  54 


Planting  in  our  hearts  more  firmly 
Faith  in  God  and  love  of  virtue. 
Fitting  us  for  life's  hard  labors. 
We  thy  faithful  loving  children, 
E'er  shall  bless  thee,  alma  mater. 


SADNESS  MINGLES  WITH  JOY. 

(Alumni   Poem.) 


J.  A.  Brown. 


WE  hail  thee!    Alma  mater,  mother  fair! 
But  sadness  mingles  with  our  tones  of  joy; 
For  time  with  shuttle  speed  seeks  to  destroy 
The  bonds  of  loving  duty  everywhere. 
O!  alma  mater!  lifted  is  our  prayer, 
That  thine  own  purity  from  base  alloy 
May  ever  be;  may  naught  thy  peace  annoy; 
To  calumniate  thee  let  none  ever  dare. 
Fair  mother!  nourished  have  we  been  by  thee 
With  rich  supply  from  wisdom's  brimming  cup; 
Whate'er  we  are  or  hope  to  be  is  thine. 
We  go;  but  often  will  we  long  to  be 
Beneath  thy  honored  walls,  again  to  sup 
With  kindred  spirits  at  thy  sacred  shrine. 


FUTURE  FULL  OF  CHEER. 

(  Alumni   Poem . ) 


Oscar  Kuhns. 

(Wesleyan  College.) 


DEAR  alma  mater,  words  in  vain 
Our  love  for  thee  declare; 
We  love  thee  for  thy  ivied  walls, 
Thy  campus  green  and  fair. 
We  love  thee  for  thy  glorious  past, 

For  what  thou  art  to-day; 
While  down  the  years  our  faith  sends  forth 
A  bright,  prophetic  ray. 

Lo!  this  the  vision  that  we  see, 

As  forward  now  we  gaze: 
Our  college  grander,  nobler  grown, 

The  object  of  men's  praise. 
All  discord  gone,  one  purpose  fills 

The  heart  of  every  man — 
To  do  his  level  best  to  serve 

The  cause  of  Wesleyan, 


COMMENCEMENT  WEEK  133 

Move  forward,  then,  with  steady  pace 

•    To  glories  yet  to  be; 

New  joy  shines  in  a  thousand  eyes, 

That  now  are  fixed  on  thee. 
A  thousand  hearts  beat  with  hope, 

With  ne'er  a  thought  of  fear, 
While  all  thy  sons  rise  up  and  greet 

The  future  with  a  cheer. 


CRUISES  FAR  AND  WIDE. 

(Alumni  Song.) 


James  C.  Cresap. 

(Lieutenant     Commander     United     States     Navy.) 


(United   States   Naval   Academy   Graduates'   Association.) 


(Air:    "  'Twas   Off   the  Blue   Canary   Isles.") 

^    OME  gather  round,  my  classmates,  and  join  our  greeting  song; 
With  books  we've  done,  our  swords  we've  won,  our  hearts  beat 
high  and  strong; 
/e've  formed  the  tie,  'twill  never  die,  wherever  we  may  go; 
breathes  the  old  Acadenvy,  our  alma  mater  O. 

Our  alma  mater  O,  we'll  hail  thee  ere  v/e  go; 
On  every  sea  we'll  cherish  thee,  our  alma  mater  O. 

ome  join  our  song,  my  shipmates,  from  cruises  far  and  wide; 
/e've  borne  the  flag  on  many  a  ship  o'er  ocean's  boundless  tide, 
/e've  seen  our  arms  triumphant  where'er  the  conflict  calls; 
he  trophies  of  our  vict'ries  deck  our  alma  mater's  walls. 
Our  alma  mater  O,  etc. 

ome,  comrades  all  and  messmates,  raise  every  seaman's  voice, 
i  mater's  cheer  an  J  mem'ry  dear  let  every  heart  rejoice; 
/e'll  consecrate  the  quarterdeck  the  altar  of  her  fires; 
i  youth,  in  age,  we'll  foster  there  the  genius  she  inspires. 
Our  alma  mater  O,  etc. 


STATELY  BUILDING,  OLD  AND  HOMELY. 

(College   Ode.) 

STATELY  building,  old  and  homely, 
Though  thine  outlines  are  not  comely, 
And  thy  gables  were  not  builded 
By  the  plans  of  later  art; 
Though  the  other  halls  built  lately, 
Far  more  graceful  are,  and  stately, 
Love  for  thee  will  ne'er  depart. 

Would  thy  walls  might  tell  the  story, 
How  the  men,  now  old  and  hoary, 
Once  beneath  thy  humble  shelter, 

In  the  years  that  long  have  flown, 
Fought  their  passions,  fought  and  crushed  them, 


134  WERNER'S  READINGS  NO.  54 

Grappled  wrong  desires  and  hushed  them, 
Claiming  victory  as  their  own. 

Tell  thou  could'st  of  sweet  communion 
Held  by  those  in  friendship's  union, 
Which  did  to  disheartened  brother, 

Strength  for  manly  deeds  impart. 
Tell  thou  could'st  of  joyous  laughter, 
Thoughts  of  which  in  sorrows  after, 

Oft  revived  some  drooping  heart. 

Great  ambitions,  air-built  castles, 
Dreams  of  nations  as  one's  vassals, 
Thou  hast  seen  them  oft  repeated: 

Oft  they  came,  as  oft  have  flown. 
Many  lessons  thou  could'st  tell  us 
Which  would  to  rewards  impel  us, 

As  their  well-fought  lives  have  shown. 

Deep  thy  bricks  with  names  are  written, 
Names,  that  when  thy  walls  are  smitten 
By  the  ever-wasting  finger 

Of  the  all-destroying  time, 
Written  then  on  page  more  lasting 
Brightest  luster  round  them  casting, 

Shall  for  generations  shine. 

Stately  building,  old  and  homely, 
Though  thine  outlines  are  not  comely, 
And  thy  gables  were  not  builded 

By  the  plans  of  later  art; 
May  the  lessons  thou  hast  taught  us, 
May  the  blessings  thou  hast  brought  us 

Never  from  our  lives  depart. 


MATTERS  NOT  WHERE  WORK  IS  DONE. 

(Alumni   Poem.) 


Benjamin  Copeland. 


O  TENDER  ties,  and  holy, 
That  here  our  hearts  unite, 
In  grateful  memories  golden, 
And  unalloyed  delight; 
Dear  friendships  so  renewing, 

Life's  June  returns  again, 
And  fresh  the  founts  of  feeling, 
As  roses  after  rain. 

God  has  been  better  to  us, 
Far  better  than  our  fears, 

And  blessings  without  number 
Have  crowned  the  circling  years; 


COMMENCEMENT  WEEK  135 

And  now  with  joy  o'er  flowing- 
Close  nestling  at  her  feet — 

To  honor  alma  mater, 

Her  loving  children  meet. 

We  own  her  kindest  mother, 

And  crown  her  noblest  queen; 
Upon  her  brow  benignant 

There  rests  a  fadeless  sheen; 
The  light  of  grace  and  learning, 

Of  Christly  love  and  lore, 
And  hope,  serene  and  steadfast, 

Aspiring  evermore. 

Her  fame,  secure,  transcendent, 

Her  children's  children  share; 
Her  name,  revered,  resplendent, 

On  brow  and  breast  we  bear; 
Her  spirit,  lofty,  lowly, 

Let  us  anew  enthrone, 
And  strive,  with  ardor  holy, 

To  make  her  aims  our  own. 

If  true  to  God,  what  matters, 

Where'er  our  work  is  done? 
The  sunbeam  in  the  hovel, 

And  in  the  hall,  are  one; 
Co-workers  in  one  purpose, 

Co-partners  of  one  plan, 
Each  bears  on  stainless  pinions 

The  love  of  heaven  to  man. 

Be  ours  the  Master's  portion 
Who  found,  where  all  seemed  loss, 
His  kinghood  in  His  serving, 
His  kingdom  in  His  cross; 
Enough  if  He  be  with  us 

'Till  time  and  toil  be  past — 
Enough,  if  we  may  gather 
Around  His  throne  at  last. 


ALMA  MATER  AND  THE  FUTURE. 

(Alumni  Address.) 


Mr.  Chairman,  and  Fellow  Alumni: 

REALIZING  the  responsibility  of  my  position,  I  arise  with  trepi- 
dation, to  make  my  debut  into  realms  made  famous  by  others. 
I  am  to  respond  to  "Alma  Mater  and  the  Future."  As  this  is 
purely  a  matter  of  the  imagination,  all  the  knowledge  in  the  world 
would  not  enable  me  to  respond  with  absolute  certainty.  The  best  I 
can  do  is  to  take  my  premises  from  the  past  and  the  present,  and  even 
then  I  shall  get  only  a  hypothetical  conclusion. 


136  WERNER'S  READINGS  NO.  54 

What  alma  mater  was  in  her  early  youth,  many  of  you  know  from! 
experience;  while,  if  I  attempted  to  recall  anything  of  that  period,  my 
knowledge  would  be  only  legendary  and  inadequate.  What  she  has 
been  during  the  last  five  years,  I  know  from  personal  observation.  01 
course,  we  of  this  class  have  not  yet  experienced  the  hard  knocks  oui 
predecessors  delight  in  telling  us  we  must  encounter.  "Some  day  you 
will  look  back  on  the  five  years  spent  at as  the  brightest,  the  hap- 
piest, of  your  life,"  is  a  warning  I  have  too  frequently  heard.  Some- 
times, even  at  night,  I  awake  and  see  a  fiend  incarnate,  who  jumps, 
about  and  shouts  that  threadbare  cry,  as  if  we  did  not  appreciate  the 
benefits  we  have  had.  What  they  say  may  be  true.  When  we  reach 
the  age  of  our  admonitors  we  also  may  say  the  same  thing. 

The  classes  of  recent  years,  and  those  to  follow,  have  high  stand- 
ards to  maintain,  for  they  have  as  examples  the  personifications  of  true! 
manhood.  Look  to  the  church,  to  the  army,  to  the  courts,  to  the  hos- 
pitals, to  business  life,  and  you  will  see  our  alma  mater  represented, 
and  represented,  not  merely  by  privates  and  ordinaries  of  the  several 
vocations  enumerated,  but  by  leaders;  for,  while  other  colleges  may 
have  turned  out  more  candidates  for  the  ministry,  and  perhaps  more 
other  professional  men,  our  college  has  never  deviated  from  its  high 
standards;  her  motto  has  always  been  "quality,  not  quantity." 

Just  a  word  about  ourselves,  the  Class  of  .     Of  course,  we 

think  we  are  the  greatest  class  that  ever  received  diplomas;  that,  how-1 
ever,  is  a  boast  heard  on  every  Commencement  Day. 

Alma  mater  celebrates  the anniversary  of  her  founding.    Con-j 

sidering  the  many  difficulties  she  has  to  contend  with,  her  success  is 
phenomenal.  No  millionaires  have  donated  large  sums  to  fill  her 
coffers  and  aid  in  perpetuating  her  great  work.  She  has  been  viciously 
attacked.  Less  able  and  less  righteous  institutions  would  have  suc- 
cumbed; but  she  has  weathered  it  all;  to-day,  by  her  own  efforts,  alone 
and  unaided,  she  stands  triumphant  above  her  adversaries. 

Gentlemen,  there  is  a  movement  to  abolish  religion  in  the  schools 
of  our  newly-acquired  possessions,  while  here  at  home  religion  is 
already  abolished.  Experience  has  proved  that  religion  and  education 
must  go  hand-in-hand.  Without  the  one,  the  other  is  merely  superfi- 
cial. Without  education,  a  man  is  nothing;  without  religion,  he  is  lesss 
than  nothing.    Amongst  all  the  systems  teaching  religion  in  conjunc-  J 

tion  with  the  arts  and  sciences,  that  of  the  stands  preeminent.! 

In  Europe  they  have  a  great  deal  to  thank  the  for;  but,  here  in 

America,  we  must  thank  them  not  only  for  being  the  pioneers  in  edu- 
cation, but  also  because  their  influence  dates  back  almost  to  the  dis-1 
covery  of  America.    The  great  historian  Bancroft  says:  "Not  a  capel 
was  turned  nor  a  river  entered,  but  a led  the  way." 

What  the  future  holds  for  alma  mater  I  know  not.  .   She  is  in  J 
capable  hands,  while  out  in  the  world  she  is  supported  by  loyal  and  J 

efficient  alumni,  of  whom  we,  Class  of ,  are  glad  to  be  members.! 

I  hope  many  of  her  sons  will  live  to  see  her  a  great  flourishing  uni-j 
versity,  known  and  respected  throughout  the  length  and  breadth  of  the! 
land.  In  conclusion,  I  will  say  that  if  God  is  as  good  to  her  in  the  I 
future  as  He  has  been  in  the  past,  our  wildest  dreams,  our  fondest! 
hopes,  for  alma  mater  will  be  realized. 


COMMENCEMENT  WEEK  137, 

CHARACTER  AND  COURAGE. 


Theodore  Roosevelt. 

(Ex-Pre9ident  of  the  United  States.) 


(Alumni  Address,   Columbia  College,   New   York.) 


ONLY  a  limited  number  of  men  in  any  university  can  add  to 
productive  scholarship.  And  to  those  men  the  all-important  doc- 
trine to  preach  is  that  one  piece  of  first-rate  work  is  worth  a 
i dozen  pieces  of  second-rate  work;  and  that,  after  a  generation  has 
passed,  a  university  will  be  remembered  by  what  its  sons  have  pro- 
duced, not  in  the  line  of  a  mass  of  pretty  good  work,  but  in  the  way 
of  a  few  masterpieces  that  can  be  produced  in  any  country.  I  do  not 
dwell  upon  the  work  for"  scholarship,  the  work  of  the  intellect  done 
;to  the  highest  points  of  productiveness.  I  want  to  speak  of  the  other 
!side  of  the  work  of  universities,  the  side  that  produces  help  to  the 
public  service  of  the  nation.  Not  one  in  a  hundred  of  us  is  fit  to  be  in 
|the  highest  sense  a  productive  scholar,  but  the  other  ninety-nine  of  us 
Jare  entirely  fit  to  do  decent  service,  if  we  care  to  take  the  pains.  If  we 
tthink  we  can  render  that  service  without  taking  pains,  if  we  think  we 
jean  render  that  service  by  feeling  how  nice  it  would  be  to  render  it, 
the  value  of  that  service  will  be  but  little. 

Now  when  it  comes  to  rendering  public  service,  that  which  counts 
[chiefly  in  the  college  graduate,  as  in  every  American  citizen,  is  not} 
(intellect  so  much  as  what  stands  above  the  mere  power  of  body  or  the 
mere  power  of  mind,  but  what  stands  above  them,  but  must  in  a  sense 
include  them,  and  that  is  character.  It  is  a  good  thing  to  have  a  sound 
body;  it  is  a  better  thing  to  have  a  sane  mind;  but  it  is  better  still  to 
have  that  aggregate  of  virile  and  decent  qualities  which  we  group 
together  under  the  name  of  "character."  I  said  both  "decent"  and 
"virile"  qualities.  It  is  not  enough  to  have  either  one  or  the  other 
alone.  If  a  man  is  strong  in  mind  and  body  and  misuses  his  strength, 
then  he  becomes  simply  a  foe  to  the  body  politic,  to  be  hunted  down 
by  all  decent  men;  and  if,  on  the  other  hand,  he  has  only  the  decent 
attributes,  he's  a  nice  man,  but  doesn't  count;  you  can  do  little  with 
him.  In  the  unending  strife  for  civic  betterment  small  is  the  use  of 
(those  people  who  mean  well,  but  who  mean  well  feebly.  The  man 
that  counts  is  the  man  who  is  decent,  and  who  makes  himself  felt  as 
a  force  for  decency,  a  force  for  cleanliness,  for  clean  living,  for  civic 
righteousness.  That  is  the  man  that  counts.  To  do  that  he  must  have 
several  qualities.  First  and  foremost,  he  must  be  honest  and  must 
have  the  root  of  right-thinking.  In  the  next  place  he  has  got  to  have 
courage.  The  timid  good  man  will  avail  but  little  in  the  rough  work 
trying  to  do  well  the  world's  work,  and,  finally,  in  addition  to  being 
brave  he  has  got  to  have  common-sense,  and  if  he  does  not  have  it, 
no  matter  whatever  other  qualities  he  may  have,  he  will  find  himself 
at  the  mercy  of  those  who,  without  possessing  his  desire  to  do  right, 
know  only  too  well  how  to  make  wrong  effective. 

We  can  pardon  the  man  who  has  no  chance  in  life  if  he  does  but 
little  for  his  State,  and  it  is  greatly  to  his  credit  if  he  does  much  for 
the  State.  But  you,  men  of  Columbia,  who  have  had  so  much,  upon 
pou  rests  the  heavy  burden  to  show  you  are  worthy  of  the  double  re- 


138  WERNER'S  READINGS  NO.  54 

sponsibility  which  rests  upon  you,  to  use  aright  not  merely  the  talents 
given  to  you,  but  the  chances  you  have  had  to  make  much  of  those 
talents.  We  have  the  right  to  expect  service  to  the  State  from  you 
in  many  different  lines — in  the  line,  for  lack  of  a  better  word,  that  we, 
will  call  "philanthropy;"  in  the  line  of  decent  political  effort.  And, 
remember  this,  the  man  who  does  anything  worth  doing  is  the  man 
who  takes  pride  in  that  work  for  the  work's  sake.  In  no  kind  of  work 
done  for  the  public  are  you  ever  going  to  find  the  really  best  except 
where  ycu  find  the  man  who  takes  hold  of  it  because  he  is  irresistibly 
compelled  to  do  it  and  who  wishes  to  do  it  for  the  sake  of  doing  it, 
well,  and  not  for  the  sake  of  reward,  the  man  for  whom  the  work  itself 
is  the  reward.  Of  course,  that  is  true  in  every  other  walk  of  life,  as  it 
is  true  in  politics.  No  clergyman  yet  was  ever  worth  his  salt  who  was 
not  a  good  clergyman  because  he  felt  himself  compelled  to  be  such, 
who  could  preach  a  sermon  that  would  reach  the  heart  of  his  people 
and  make  their  veins  throb  to  be  better  in  future.  Every  great  doctor, 
that  ever  lived,  was  a  man  incapable  of  thinking  of  a  fee  when  he  had 
some  difficult  feat  to  accomplish.  It  is  a  mere  truism  to  state  that  a 
scientific  man,  a  writer,  historian,  or  artist,  can  only  be  a  good  man 
of  science,  a  first-class  artist,  a  first-class  writer,  if  he  does  his  work 
for  the  sake  of  doing  it  well.  And  it  is  exactly  as  true  in  political  life. 
It  is  exactly  true  of  every  form  of  useful  effort  and  in  every  work 
done  for  the  public  at  large.  The  man  who  does  the  work  worth  doing 
is  the  man  who  does  it  because  he  cannot  refrain  from  doing  it,  the 
man  who  feels  it  borne  in  on  him  to  try  a  particular  job  to  see  if  he! 
cannot  do  it  well. 

So  the  work  our  colleges  can  do  is  to  fit  their  graduates  to  do 
service  to  fit  the  bulk  of  them,  the  men  who  cannot  go  into  the  higheri 
type  of  scholarship  to  do  service  to  the  country  as  a  whole,  and  they] 
can  fit  them  for  this  service  only  by  training  them  in  character,  and 
to  train  them  in  this  character  means  that  they  have  got  to  train  them 
to  possess  not  only  the  softer  and  gentler  virtues,  but  to  possess  theij 
virtues  proper  to  a  race  of  vigorous  men,  the  virtues  of  courage  andi 
honesty,  and  not  only  that  honesty  which  refrains  from  wrong-doing, 
but  the  virtue  that  wars  aggressively  for  the  right,  and  finally  the^ 
virtue  of  hard  common-sense. 


VALUE  OF  UNIVERSITY  STUDY. 


M.  W.  Hazeltine. 


(Harvard  Class  Dinner  Speech.) 


ALMOST  all  graduates  of  universities  recognize,  soon  or  late,  with 
more  or  less  distinctness,  that  they  have  derived  from  their! 
alma  mater  something  that  they  might  have  lacked  had  they  not 
received  a  college  education.  What  it  is  that  renders  the  debt  unique 
they  do  not  always  discern,  for  some  misconception  is  current  on  the 
subject.  It  is  certain  that  a  thorough  and  fruitful  study  of  the  Greek: 
and  Latin  classics  may  be  pursued  outside  of  academic  halls.  George 
Grote,  the  great  English  historian  of  Greece,  was  not  a  university  man. 
Neither  was  George  Finlay,  who  carried  on  the  long  history  of  the 
Greeks  through  upward  of  two  thousand  years.    A  collegiate  training 


COMMENCEMENT  WEEK  139 

is  not  needed  for  the  development  of  a  statesman  or  an  orator.  So 
far  as  Abraham  Lincoln's  education  is  traceable  to  tuition,  it  was  in- 
ferior to  that  attainable  to  a  New  England  common  school.  On  the 
printed  page  the  speeches  of  John  Bright,  who  could  speak  or  read 
no  tongue  but  English,  bear  more  conclusive  proof  of  the  high  gifts 
that  make  the  orator  than  do  the  speeches  of  Gladstone.  For  colleges 
as  nurses  of  poetry  no  one  would  think  of  making  a  claim  to  pre- 
eminent efficiency.  Shakespeare  knew  absolutely  nothing  at  first-hand 
of  what  he  termed  "the  famous  universities."  Neither  are  the  equip- 
ment, the  teaching,  the  example  and  the  atmosphere  of  illustrious 
seats  of  learning  essential  in  anywise  to  the  advancement  of  science, 
pure  or  applied.  It  is  true  that  Sir  Isaac  Newton  was  a  Cambridge) 
man.  So  was  Darwin.  Sir  William  Herschel,  on  the  other  hand,  was 
the  son  of  a  bandmaster,  and  was  himself  brought  up  to  be  a  profes- 
sional musician.  No  debt  to  any  alma  mater  was  contracted  by  John 
Dalton,  by  Sir  Humphrey  Davy,  by  Michael  Faraday  or  by  Herbert 
Spencer.  Collegiate  standards  and  collegiate  discipline  are  not  even 
requisite  for  distinction  at  the  bar  or  on  the  bench.  John  Marshall, 
Chief  Justice  of  the  United  States,  never  had  a  college  education.  It 
would  be  quite  superfluous  to  add  that,  for  the  acquirement  of  colossal 
wealth  a  college  degree  is  not  imperatively  needed.  Andrew  Carnegie 
seems  inclined  to  think  that  a  college  degree  is  positively  detrimental 
to  the  compassing  of  that  end,  although  the  assertion  is  not  made  with- 
out a  prophetic  qualification. 

What  is  it,  then,  that  may  fairly  be  described  as  unique  and  sui 
generis  in  the  debt  which  a  graduate  ov/es  to  his  university?  Evidently 
it  is  something  which  belongs  to  the  realm  of  the  ideal  rather  than  of 
the  practical.  It  is  something  spiritual  rather  than  tangible. .  It  is  not 
so  much  tools  and  methods  adapted  to  specific  success  that  a  university 
man  draws  from  the  academic  armory.  It  is  rather  a  broad  conception 
of  human  endeavor  and  achievement,  a  lofty  and  far-ranging  point  of 
view.  It  is  not  even  intellectual  stimulation  so  much  as  intellectual 
elevation  and  social  orientation  that  he  owes  to  a  college  atmosphere. 
That  medium,  no  doubt,  has  its  own  reflections  and  refractions;  they 
are  not  such,  however,  as  either  to  cramp  or  delude  the  vision;  the 
right  adjustments  are  easily  supplied. 

The  value  of  concentration,  considered  as  an  engine  of  accomplish- 
ment, is  appreciated  in  a  college  as  it  is  in  a  counting-house  or  factory; 
but  the  merit  of  concentration  is  graduated  by  more  standards  than 
one,  and  is  not  measured  exclusively  by  the  size  of  a  bank-account. 
In  the  horizon  of  universities  there  is  room  for  larger  philosophies  than 
the  economic  system  which  contracts  its  scrutiny  to  the  agencies  which 
assure  the  financial  welfare  of  individuals  or,  at  widest,  the  wealth  of 
nations.  Speculations,  discoveries,  inventions  are  prosecuted  and  ac- 
claimed, but  without  any  absorbing  attention  to  their  commercial  ap- 
plicabilities. A  new  star  in  the  firmament  is  registered  without  any* 
heed  to  the  query  whether  a  wagon  can  be  hitched  to  it.  It  is  in  this 
vital  particular,  detachment  from  the  pecuniary  aspect  of  things,  that 
the  college  microcosm  differs  sharply  from  the  outside  world.  From 
the  hour  when  he  enters  a  university  until  the  hour  he  leaves  it,  the 
undergraduate  undergoes  a  kind  of  purification  and  sublimation  such  as 
used  to  be  imposed  on  candidates  for  initiation  into  the  Greek  mys- 
teries.   Gradually,  insensibly,  but  surely,  is  borne  in  upon  him  with  the 


i40  WERNER'S  READINGS  NO.  54 

air  he  breathes — as  he  marks  the  plain  living  and  high  thinking  of  the 
men  who  are  placed  above  him  to  educate  by  teaching  and  example — 
the  fundamental  and  illuminating  truth,  a  truth  learned  less  fully  or  less 
quickly  by  those  who  are  plunged  when  young  into  commercial  or  pro- 
fessional life,  the  truth  that  what  we  call  civilisation,  which  has  trained 
man  to  look  skyward  instead  of  earthward,  is  the  product  of  no  sensual 
craving  to  slake  individual  appetite,  but  of  human  energy  exerted  in  a 
thousand  various  ways,  some  disinterested,  some  self-seeking,  but  all 
useful  in  their  degree,  though,  of  all  channels  known  to  human  energy, 
that  which  makes  money-getting  in  itself  an  end  is  the  least  elevating, 
the  least  refining,  and,  as  a  rule,  the  least  beneficent. 


FUTURE  OF  ATHENA. 


M.  Stanleyetta  Titus-Werner. 


(Address  at  Athena  Banquet,  New  York.) 


I  FEEL  honored  by  the  invitation  to  say  a  few  words  about  the 
"Future  of  Athena."  The  saying  that  history  repeats  itself  finds 
corroboration  in  the  fact  that  to-day,  when  the  world  has  reached 
a  degree  of  civilization  never  before  attained,  women  are  coming  to 
the  front — the  very  positions  they  once  occupied  both  in  history  and 
in  mythology.  However  lightly  we  may  think  of  ancient  mythology, 
one  thing  stands  out  clear, — women  occupied  exalted  positions  and 
were  potent  factors  in  weaving  the  destinies  of  gods  and  of  men.  The 
consensus  of  opinion  of  men  in  early  civilization  placed  women  or* 
high  pedestals  and  made  them  co-partners  and  equals  with  themselves. 
In  mythology,  the  best  and  highest  qualities  find  their  personification 
in  women. 

The  patron  goddess,  whose  name  you  have  chosen  for  the  name 
of  your  society,  was  the  goddess  of  the  arts  and  sciences  and  of  right- 
eous war.  Her  name,  Athena,  represents  qualities  that  ennoble, 
strengthen  and  develop  men  and  women.  Her  power  and  wisdom  ap- 
pear in  her  being  the  protector  and  preserver  of  the  State  and  social 
institutions.  Everything  which  gave  to  the  State  strength  and  pros- 
perity, such  as  agriculture,  invention  and  industry,  as  well  as  every- 
thing that  preserved  and  protected  it  from  injurious  influences  from 
without,  was  under  her  special  care. 

You,  as  a  society,  could  not  have  chosen  a  better  name.  By  taking 
that  name,  and  by  striving  to  carry  out  its  meaning,  you  are  contrib- 
uting your  part  toward  the  bettering  of  woman's  condition  and  you 
declare,  both  by  your  name  and  by  your  activities,  that  women  shall  be 
restored  to  the  position  they  once  occupied  in  ancient  history  and 
mythology. 

The  olive-tree,  which  is  your  crest,  was  created  by  Athena  in  a 
contest  with  Poseidon  about  the  possession  of  Attica,  and  is  one  of 
the  things  deemed  sacred  to  her. 

It  is  an  interesting  study  to  go  back  and  look  at  Athens,  ancient 
Athens,  before  her  downfall.  One  single  rocky  amphitheater,  one 
mile  square — how  infinitesimally  small  is  the  space  it  occupied  on  the 
earth!  How  marvelouEly  small  is  the  stage  on  which  its  undying 
dramas  were  played!    Think  of  the  culture  of  the  people,  when,  in  the 


COMMENCEMENT  WEEK  141 

lifetime  of  one  human  being,  there  lived  such  men  as  Miltiades,  The- 
mistocles,  Pericles,  Alcibiades,  .ffischuylus,  Sophocles,  Euripides,  Aris- 
tophanes, Phidias,  Thucydias,  Socrates,  and  Plato!  Some  of  the  most 
brilliant  generals,  statesmen  and  politicians  known  to  universal  history; 
the  greatest  tragic  genius,  the  greatest  comic  genius,  the  supreme  art 
genius,  the  great  master  of  philosophic  history,  two  out  of  three  chiefs 
of  ancient  philosophy — there  is  nothing  like  this  in  the  whole  history  of 
mankind. 

To  go  back  to  ancient  Athens:  These  people  lived  simply  in  the 
open  air,  on  the  same  plane  of  equality.  They  lived  daintily  in  balmy 
flood  of  light  surrounded  by  temples,  statues,  porticoes,  shrines  and 
paintings.  Every  corner  of  their  city  was  dominated  by  the  radiant 
majesty  of  the  Acropolis  and  its  goddess  Athena.  Can  you  wonder  at 
their  brilliant  success  when  they  lived  such  a  life? 

We  owe  much  to  the  Greeks, — the  beginnings  of  science,  the  knowl- 
edge of  numbers,  the  shape  of  things  and  of  forces  which  make  things 
move  and  which  stand  at  rest;  the  beginnings  of  geography,  astronomy, 
law,  freedom,  politics,  logic,  and  metaphysics.  The  Greeks  perished 
as  a  powerful  nation,  but  the  great  things  they  did  live  on. 

The  history  of  women  during  the  interval  from  the  downfall  of  the 
Greeks  to  the  latter  part  of  the  19th  century,  is  marked  by  dark  and 
dreadful  spots.  But  now,  a  change  has  come, — we  are  returning  to 
the  old  landmarks.  A  powerful  agency  in  bringing  in  this  new  epoch 
is  the  work  done  by  societies  such  as  yours.  You  are  giving  a  new  and 
upward  direction  to  the  activities  of  women.  Movements  like  yours 
should  be  encouraged.  Intellectual  pleasures  are  the  keenest  kind  of 
pleasures;  they  are  pleasures  that  ennoble  and  strengthen;  they  are 
the  most  lasting,  the  most  satisfying  pleasures. 

Although  psychology  has  not  reached  that  degree  of  definiteness 
that  it  can  say  with  absolute  certainty  just  what  is  uplifting  or  what 
is  down-pulling,  yet  there  can  be  no  doubt  that  the  aims  and  activities 
of  a  society  like  yours  tend  to  ennoble  all  those  that  come  within  its 
influence.  When  you  realize  the  work  accomplished  by  the  Athenians 
at  the  time  of  the  goddess  Athena,  you  must  feel  how  much  you  have 
to  do.  To  make  the  glories  of  the  Possible  yours,  to  make  the  future 
of  your  Athena  all  that  it  should  be  and  must  be,  you  will  have  to  work 
earnestly  and  faithfully.  Move  forward  as  you  have  begun,  but  with 
greater  zeal;  let  your  watchword  be  "onward  and  upward."  Be  faith- 
ful in  little  things.  Cultivate  your  minds  diligently,  and  you  will  find 
the  future  of  your  Athena  will  be  glorious  and  will  be  a  power  in  the 
community  in  which  you  live. 


AFTER-DINNER  TOASTS. 


1. — To  What  We  Love  and  Dread. — Wallace  Irwin. 

COME,  touch  your  glasses  overhead 
To  what  we  love,  to  what  we  dread; 
The  after-dinner  speech. 
Oh,  may  it  come  when  we  are  strong, 
Its  length  be  short,  its  laugh  be  long, 
Its  flights  within  our  reach. 


142  WERNER'S  READINGS  NO.  54 

Oh,  may  the  speaker's  stories  smack 
Of  something  more  than  almanack 

And  less  than  vaudeville; 
And  may  the  wight  who  comes  this  way 
With  nothing — or  too  much — to  say, 

In  heaven's  name,  keep  still! 

2.— Health  and  Wealth.— Richard  Hovey. 
A  health  to  you, 
And  wealth  to  you, 

And  the  best  that  life  can  give  to  you; 
May  fortune  still  be  kind  to  you, 
And  happiness  be  true  to  you, 
And  life  be  long  and  good  to  you, 
Is  the  toast  of  all  your  friends  to  you. 
Here's  to  mine  and  here's  to  thine! 

Now's  the  time  to  clink  it! 
Here's  a  flagon  of  old  wine, 

And  here  we  are  to  drink  it. 

3. — Love. 

Here's  a  health  to  all  them  that  we  love, 

And  a  health  to  all  those  that  love  us, 
And  a  health  to  all  those  that  love  them  that  we  love. 

And  to  them  that  love  those  that  love  us. 

4.— To  the  Union. 

The  union  of  lakes,  the  union  of  lands, 

The  union  of  States  none  can  sever; 
The  union  of  hearts,  the  union  of  hands, 

And  the  flag  of  our  Union  forever. 

5.— To  the  Cooks. — Owen  Meredith. 

We  may  live  without  poetry,  music  and  art; 

We  may  live  without  conscience,  and  live  without  heart; 

We  may  live  without  friends;  we  may  live  without  books; 

But  civilized  man  cannot  live  without  cooks. 

We  may  live  without  books — what  is  knowledge  but  grieving? 

We  may  live  without  hope — what  is  hope  but  deceiving? 

We  may  live  without  love — what  is  passion  but  pining? 

But  where  is  the  man  that  can  live  without  dining? 

6. — Three  Bumpers  in  One. — Thomas  Moore. 

Quick,  quick,  now,  I'll  give  you,  since  time's  glass  will  run 
Even  faster  than  ours  doth,  three  bumpers  in  one; 
Here's  to  the  poet  who  sings — here's  to  the  warrior  who  fights — ■ 
Here's  to  the  statesman  who  speaks  in  the  cause  of  men's  rights. 

7.— To  Fellowship. 

We'll  drink  a  health  to  good  old  friends 
And  good  friends  yet  to  come. 
Clink,  clink,  clink! 
To  fellowship  we  drink! 


». 


COMMENCEMENT  WEEK  143 

And  from  the  bowl 
No  genial  soul 
In  such  an  hour  will  shrink. 
Clink,  clink,  clink! 
Merrily  let  us  drink! 

8.— Here's  to  You  and  Here's  to  Me. 

Here's  to  you  as  good  as  you  are, 

And  here's  to  me  as  bad  as  I  am; 
And  as  bad  as  I  am,  and  as  good  as  you  are, 
I'm  as  good  as  you  are,  as  bad  as  I  am. 

9. — Stars  and  Stripes  Forever. 

To  her  we  drink,  for  her  we  pray, 

Our  voices  silent  never; 
For  her  we'll  fight,  let  come  what  may, 
The  Stars  and  Stripes  forever. 

10.— To  the  President. 

The  President — May  he  always  be  the  Chief  Executive  of  the 
nation  and  never  the  mere  representative  of  a  political  party. 

11.— Water  Soft  and  Pure.— N.  P.  Willis. 

Water,  soft,  pure  graceful  water!  there  is  no  shape  into  which 
you  can  throw  her  that  she  does  not  seem  lovelier  than  before. 
Earth  has  no  jewels  so  brilliant  as  her  own  spray;  fire  has 
no  rubies  like  what  she  steals  from  the  sunset;  air  has  no 
robes  like  the  grace  of  her  ever-changing  drapery  of  silver. 

12.— To   Golden-Rod. 

To  the  Golden-Rod — The  flower  of  the  Republic,  which  blooms  in 
every  State  and  whose  color  is  in  the  fringe  about  our  flag. 

13— To  Woman. 

The  rock  to  which  we  cling. 

14 — Dictionary  Girls. 

A  disagreeable  girl — Annie  Mosity. 

A  fighting  girl — Hittie  Magin. 

A  sweet  girl — Carrie  Mel. 

A  very  pleasant  girl — Jennie  Rosity. 

A  smooth  girl — Amelia  Ration. 

A  seedy  girl — Cora  Ander. 

A  clear  case  of  girl — E.  Lucy  Date. 

A  geometrical  girl — Polly  Gon. 

Not  orthodox — Hettie  Rodoxy. 

One  of  the  best  girls— Ella  Gant. 

A  flower  girl — Rhoda  Dendron. 

A  musical  girl — Sarah  Nade. 

A  profound  girl — Mettie  Physics. 

A  star  girl — Meta  Oric. 

A  clinging  girl — Jessie  Mine. 

A  nervous  girl — Hester  leal. 

A  muscular  girl — Callie  Sthenics. 


144  WERNER'S  READINGS  NO.  54 

A  lively  girl — Annie  Mation. 
An  uncertain  girl — Eva  Nescent. 
A  sad  girl— Ella  G. 
A  great  big  girl— Ellie  Phant. 
A  warlike  girl— Millie  Tary. 

15 — Let  the  Toast  Pass. — Richard  Brinsley  Sheridan. 

(From    "School    for    Scandal.") 

Here's   to   the   maiden    of   bashful   fifteen; 

Here's   to    the    widow    of   fifty; 
Here's    to    the    flaunting,    extravagant    queen, 
And   here's   to   the   housewife   that's   thrifty. 
Let  the  toast  pass, 
Drink  to  the  lass, 
I'll   warrant   she'll   prove   an   excuse   for  the   glass. 

Here's  to  the  charmer  whose  dimples  we  prize, 

Now  to  the  maid  who  has  none,  sir; 
Here's  to  the  girl  with  a  pair  of  blue  eyes, 
And  here's  to  the  nymph  with  but  one,  sir. 
Let  the  toast  pass, 
Drink  to  the  lass, 
I'll   warrant   she'll   prove   an   excuse   for  the   glass. 

Here's  to  the  maid  with  a  bosom  of  snow; 

Now  to  her  that's  as  brown  as  a  berry; 
Here's  to  the  wife  with  a  face  full  of  woe, 
And  now  to  the  damsel  that's  merry. 
Let  the  toast  pass, 
Drink  to  the  lass, 
I'll   warrant   she'll   prove   an   excuse   for  the  glass. 

For  let  'em  be  clumsy,  or  let  'em  be  slim, 

Young  or  ancient,  I  care  not  a  feather; 
So  fill  a  pint  bumper  quite  up  to  the  brim, 
So  fill  up  your  glasses,  nay,  fill  to  the  brim, 
And  let  us  e'en  toast  them  together. 
Let  the  toast  pass, 
Drink  to  the  lass, 
I'll  warrant  she'll  prove  an   excuse  for  the  glass. 


NEW    YORK   UNIVERSITY'S    VIOLET. 


The  violet  blooms  in  springtime  fair, 

And  perfume  sheds  upon  the  air, 
To  vie  with  lily  and  the  roste, 

The  sweetest  flower  the  garden  grows. 
The  violet — we  sing  its  praise! 

The  violet— our  voices  raise! 
With  steadfast  faith  and  loyal  manhood  true 

We  pledge  the  violet  of  N.  Y.  U, 


COMMENCEMENT  WEEK  145 

AFTER-DINNER  SPEAKING. 
Robert  Waters. 

NO  man  of  fair  ability  ought  to  despair  of  becoming,  if  he  will,  a 
good  after-dinner  speaker;  for  how  does  one  learn  to  become  a 
good  talker?  Is  it  not  by  daily  and  hourly  practice?  So  with 
public  speaking,  or  with  any  other  part.  It  is  practice  that  makes  the 
master.  Demosthenes  used  to  say  that,  in  order  to  become  an  orator, 
the  first  thing  is  action;  the  second,  action;  the  third,  action.  Now, 
the  first,  the  second,  and  the  third  thing  necessary  in  order  to  become 
a  good  after-dinner  speaker  is  practice  in  public  speaking  of  any  kind. 
One  cannot,  it  is  true,  go  to  a  dinner-party  every  night  and  make  a 
speech  No,  but  one  can,  like  Charles  James  Fox,  speak  on  every  occa- 
sion that  offers;  or,  like  Henry  Clay,  speak  to  an  imaginary  audience 
every  day;  or,  like  John  Philpot  Curran,  speak  to  a  row  of  empty  chairs 
every  night.  This  man  Curran,  who  was  one  of  the  finest  and  most 
famous  of  Irish  orators,  was  so  timid  and  awkward,  so  diffident  and 
tongue-tied  at  first,  that  he  v/as  nicknamed  "Orator  Mum"  in  the 
London  debating-society  to  which  he  belonged.  And  what  a  fine  after- 
dinner  and  before-dinner  speaker  he  subsequently  became! 

"If  you  would  be  forever  blest, 
Do   your  very  best — 
And  leave  the  rest!" 

The  fact  is  that  ease  and  naturalness— which  are  acquired  only  by 
practice  by  familiarity  with  the  thing  done— are  the  great  things  in 
after-dinner  speaking.  No  formal  or  set  phrases;  no  high-flown  words 
or  stiffness  of  expression;  no  by-heart-learned  phrases;  no  spread-eagle 
attempts  at  eloquence— nothing  of  this  kind  should  be  attempted;  all 
should  be  said  in  an  easy,  natural,  conversational  style.  Stilted  lan- 
guage draws  attention  to  the  speaker  rather  than  to  what  he  says,  and 
no  such  language  ever  impressed  thought  on  the  listeners  to  it.  One 
must  forget  himself,  or  forget  that  he  is  making  a  speech,  and  think 
only  of  the  subject  in  hand,  and  of  the  fact  that  he  is  merely  talking 
to  his  friends,  which  is  really  the  case.  You  must  speak  in  simple  lan- 
guage in  the  language  of  conversation,  not  in  the  language  of  the 
essayists  and  "fine  writers."  It  is  a  good  plan  to  begin  your  speech 
with  some  humorous  or  telling  anecdote;  if  you  can  only  make  your 
audience  laugh  you  gain  a  point;  you  put  them  in  a  good  humor,  ready 
to  hear  anything  you  have  to  say;  you  get  your  breath,  as  Mrs.  Siddons 
said,  and  you  can  then  go  on  at  your  ease.  Though  a  bit  of  humor  in 
any 'speech  is  always  delicious,  much  punning  is  not  to  be  commended; 
indeed,  it  deserves  a  pun-ishment.  But  an  incidental  or  occasional  pun 
is  quite  another  thing;  this  will  always  be  kindly  received. 

Once  an  orator  began  his  address  with  these  words:  "My  friends, 
this  enterprise  has  grown  to  be  a  great  affair;  and,  on  looking  at  my 

share  in  it,  I  feel  somewhat  like  the  girl,  who,  on  pulling  on  her 

slipper  in  the  morning,  exclaimed,  Tt  is  a  big  thing,  and  I  am  in  it!'" 
This  brought  down  the  house,  gave  the  orator  time  to  think  whathe 
was  going  to  say  next,  and  put  him  on  an  easy  and  familiar  footing 
with  his  audience.  The  great  advantage  of  this  feeling  between  orator 
and  audience  is  that  it  enables  the  speaker  to  think  as  he  goes  along, 
just  as  if  he  were  talking  to  an  individual;  and  this  is  the  whole  secret 
of  oratory.     Against  one  thing  the  inexperienced  speaker  should  be 


146  WERNER'S  READINGS  NO.  54 

cautioned.  If  you  intend  to  make  a  telling  speech,  no  matter  what  the 
occasion,  do  not  make  overdue  preparation  for  it — that  is,  do  not  set 
down  forty  headings  and  expect  to  remember  them  all.  Let  your  head- 
ings be  confined  to  two  or  three  chief  ideas,  and  trust  to  the  occasion 
for  the  rest.  The  rest  must  follow,  if  you  have  any  ideas  or  convic- 
tions to  express.  The  moment  you  express  an  idea  forty  others  will 
spring  up  to  extend  or  to  confirm  it,  and  if  you  go  out  of  your  pre- 
pared arguments  never  mind;  the  new  ones  will  do  as  well.  Never 
commit  words  or  sentences  to  memory.  These  are  deadly  enemies  to 
free  thought.  The  best  part  of  every  speech  is  inspired  by  the  occa- 
sion. Something  must  be  left  to  circumstances  there  and  then  occur- 
ring. Remarks  inspired  by  these  will  give  life  to  your  speech.  Talk 
the  matter  over  with  a  friend;  then  speak  in  the  same  way.  Read 
much;  think  as  you  read;  practice  every  day;  this  is  the  proper  prepara- 
tion for  an  orator.  When  you  have  nothing  to  say,  say  it,  and  do  not, 
like  the  Arkansas  orator,  exclaim:  "Mr.  Speaker,  it  is  difficult  to  give 
expression  to  ideas  which  you  do  not  possess." 


SANDWICH-GRABBER. 


A.  R.  Elliott. 


(After-dinner  speech  at  New  York  Authors'  Club.) 


I  AM  looking  with  a  gun  for  the  man  who  put  me  down  for  this 
eminently  scientific,  historical,  humanitarian,  bacteriological  and 
geographical  subject  of  the  sandwich  and  the  sandwich-grabber. 
Before  dealing  with  the  sandwich-grabber,  it  will  be  necessary  to 
dissect  the  sandwich.  First,  let  us  consider  its  history.  The  sandwich 
has  always  been  considered  an  emergency  meal;  sort  of  a  I-want-to- 
catch-a-train  banquet.  The  inventor  of  the  sandwich  was  Adam. 
Adam  had  been  put  down  there  in  the  Garden  of  Eden  without  any 
mackintosh,  no  umbrella.  He  had  a  lot  to  do  to  get  ready  for  Eve, 
who  was  expected  any  moment  at  that  summer-resort,  with  her  Sara- 
toga. Adam  was  short  of  help.  He  had  to  do  his  own  bookkeeping, 
sweep  out  the  office,  feed  the  birds  of  Paradise,  dig  around  the  apple- 
trees,  and  sell  tickets  at  the  box-office.  There  was  no  Authors'  Club 
in  the  Garden  where  Adam  could  go  and  take  an  hour's  nooning;  Car- 
negie hadn't  got  his  building  up  yet.  Adam  worked  almost  day  and 
night.  In  fact,  he  never  got  real  hungry  until  Eve  arrived,  when  he 
made  the  first  ham-sandwich,  and  ate  it  without  mustard,  Eve  having 
broken  the  mustard-pot.  And  both  Adam  and  Eve  called  that  sandwich 
a  good  thing.  After  that,  the  world's  millions  came  marching  down 
the  ages,  and  they  were  and  have  always  been  busy  people.  And  in  the 
building  of  the  world  the  sandwich  has  played  a  conspicuous  part.  It 
has  fed  armies  by  land  and  navies  at  sea.  It  floated  across  the  Atlantic 
and  landed  at  San  Salvador  with  Columbus.  It  went  around  Cape  Horn 
with  Captain  Cook  and  after  it  he  named  the  Sandwich  Islands.  It 
sustained  Wellington  at  Waterloo,  and  Grant  in  the  Wilderness  and  at 
Appomattox.  In  Chicago,  the  ham-sandwich  has  been  used  as  a  coat- 
of-arms.  It's  a  beautiful  thing  to  see  a  Chicago  man  attired  in  evening- 
dress  suit  worshiping  at  a  ham-sandwich  banquet.  In  that  city  the 
ham-sandwich  denotes  peace  without  a  squeal.  Take  it  all  in  all,  the 
sandwich  per  se  is  an  offensive  member  of  society.    It  clogs  up  sys- 


COMMENCEMENT  WEEK  147 

terns,  degenerates  livers,  rasps  temperaments,  files  off  nerves,  starves 
stomachs,  shortens  lives,  goes  arm-in-arm  with  undertakers  and  builds 
up  the  gravestone  business. 

I  once  attended  a  meeting  of  the  Twilight  Club  of  New  York. 
The  subject  for  the  evening  was  "What  to  Eat  and  How  to  Eat  It." 
One  prominent  speaker  gave  a  talk  I  have  never  forgotten.  He  spoke 
of  lunch-clubs  and  the  growing  tendency  in  New  York  to  take  more 
than  ten  minutes  for  a  noon-day  meal.  He  spoke  of  the  lunch-counter, 
the  pretzel,  and  beer  dinner  and  their  pernicious  influence  on  the  busi- 
ness man.  He  said:  "Never  take  less  than  an  hour  over  your  noon 
meal.  Get  a  friend  on  the  opposite  side  of  the  table,  but  don't  talk 
business  to  him.  Talk  about  the  baseball  game,  hunting,  fishing,  and 
politics,  but  don't  talk  business.  Above  all,  masticate  your  food.  Did 
you  ever  think,"  said  he,  "that  after  your  food  has  left  your  mouth 
your  enjoyment  in  eating  it  is  all  over?  Well,  it  is;  it  is  while  your 
food  is  on  the  palate  that  you  enjoy  it.  Consequently  keep  it  there 
as  long  as  you  can,  and  you  will  enjoy  it  the  more.  Never  let  it 
pass  into  your  stomach  until  it  has  been  masticated  into  a  finei 
paste."  You  can't  do  that  in  five  minutes;  you  can't  do  that  in  the 
average  restaurant;  you  can  only  do  it  in  pleasant  surroundings.  It 
occurs  to  me  ycu  do  it  in  this  club. 

But  the  sandwich-grabber — what  of  him?  The  sandwich-grabber 
is  the  20th-century-nervous-American  who  thinks — I  said  "thinks" — 
he  can't  take  time  to  eat.  He  is  that  fellow  who  shaves  twice  a 
week,  who  swallows  his  breakfast  between  half-past  seven  and 
twenty  minutes  to  eight.  He's  too  rushed  to  kiss  wife  and  babes 
good-bye;  he  catches  his  suburban  or  elevated  train  in  three  minutes; 
he  loses  half  the  buttons  on  his  overcoat,  as  he  slam-bang-jams  his 
way  ahead  of  every  one,  at  the  entrance-door  of  his  car.  He  talks 
loudly  about  the  hog-market,  the  great  business  his  house  is  doing,  and 
he  generally  picks  his  teeth  with  his  pocket-knife  as  he  reads  his  morn- 
ing paper.  He  leaves  his  seat,  throws  his  paper  on  the  floor  of  the 
car  and  gets  near  the  door  so  as  to  be  the  first  out  of  the  car.  He 
rushes  down  the  elevated  stairs,  three  steps  at  a  time,  dodges  in  be- 
tween trucks,  street-cars  and  push-carts,  falls  over  bags  of  coffee  as 
he  cuts  off  corners,  and  slips  in  at  the  rear  entrance,  and  prides  him- 
self that  his  office  is  just  thirty  minutes  from  his  bed. 

At  lunch  time  the  sandwich-grabber  may  be  found  at  the  nearest 
saloon.  Perchance  he  perches  at  the  dizzy  summit  of  a  four-legged 
stool  and  calls  for  "hash!" — or  other  mysteries  cooked  in  the  dark. 
There  is  no  companionship  here.  He  doesn't  know,  or  doesn't  care,  a 
picayune  for  the  man  on  the  same  eminence  to  his  left,  nor  for  the 
one  at  his  right,  the  waiter  in  front,  or  the  fellow  behind  him  waiting 
for  his  turn  at  the  four-legged  stool.  But  he  stays  only  five  minutes. 
The  "hash"  has  been  washed  down  by  "one  in  the  dark"  into  the  tide 
of  his  life  to  clog  up  his  liver,  ruin  his  temper,  and  shorten  his  span 
of  life.  Oh,  but  he  is  a  hustler  is  the  •  sandwich-grabber !  Time  to 
join  a  club!  Not  on  your  life!  Now  all  you  club-fellows  who  enjoy 
your  noon  hour  ought  to  thank  your  stars  that  such  is  his  decision. 
He  is  not  a  club-man,  and  he  will  never  make  one.  We  have  not  the 
sandwich-grabber  among  us,  and  we  are  glad  of  it.  We  have  had  him 
here  but  he  has  gone  back— to  his  perch — on  the  four-legged  stool. 
There  let  him  roost! 


148  WERNER'S  READINGS  NO.  54 

AIM  OF  HIGH  SCHOOL  EDUCATION. 

(After-Dinner  Speech.) 


Mr.  Toastmaster,  Ladies  and  Gentlemen: 

AS  I  look  down  the  long  tables  that  have  contained  so  many  good 
things,  I  am  tempted  to  tell  a  little  story.  Long  ago,  a  young 
country  minister  was  preaching  in  a  small  town  and  was  enter- 
tained on  Sunday  by  a  very  poor  family.  Unlike  our  tables  this  evening, 
their  board  was  spread  with  the  simplest  and  most  scanty  fare.  Now, 
the  minister  was  very  hungry  and  hoped  for  something  substantial; 
but  when  the  family,  consisting  of  three  members  and  himself,  came  to 
the  table,  all  that  was  spread  before  them  were  four  potatoes  and  a 
little  salt.  The  minister,  being  requested  to  ask  a  blessing,  responded 
with  all  fervor  and  in  all  sincerity: 

"Four  potatoes  for  four  of  us, 
Thank  God  there's  no  more  of  us." 

I  have  been  reminded  of  this  story  because  the  existing  conditions 
were  so  different  from  what  ours  are  to-night,  and  I  want  to  say,  with 
as  much  fervor  and  sincerity  as  the  young  minister  said  his  grace: 
"Thank  God  there's  so  many  of  us."  And  there  are  more  of  us  every 
year.  The  value  of  education — of  a  High  School  education— is  recog- 
nized more  and  more. 

What  is  the  aim  of  a  High  School  education?  Is  it  simply  the 
finishing  course  of  those  who  can  go  no  further  in  studies,  or  is  it 
preparation  for  college  for  the  boy  or  girl  fortunate  enough  to  get  a 
college  education?  In  the  High  School  ideals  are  formed  and  character 
is  growing  that  will  influence  our  future  lives.  Before  our  High  School 
days,  our  education  consisted  more  or  less  of  a  mere  absorbing  of 
facts;  but,  with  maturer  years,  comes  development  of  the  mental  and 
moral  faculties.  In  the  High  School  the  individuality  is  fostered.  Here 
the  boy  and  girl  find  the  particular  talent  that  is  to  serve  them  through 
life,  for  their  particular  happiness,  and  which  will  contribute  to  the  wel- 
fare of  others.  When  we  look  back  upon  our  High  School  days,  we 
older  alumni  realize  the  possibilities  they  opened  to  us;  and  you,  Class 

of ,  will,  one  day,  perhaps  even  better  than  you  do  now,  be  brought 

into  the  consciousness  that  the  lessons  of  these  last  four  years  were 
inspirations  that  will  prove  guiding  stars  in  the  years  to  come. 

We  cannot  all  make  a  worldly  success  of  life.  We  cannot  all  be 
the  Jeremiah  of  the  story,  which,  with  your  permission,  I  will  tell: 
Once  upon  a  time,  a  boy  from  a  small  town  went  outinto  the  world 
and  became  what  is  termed  a  successful  man,  that  is,  he  acquired 
wealth,  and  was,  in  consequence,  very  well  pleased  with  himself.  Years 
afterward,  when  a  corpulent,  self-satisfied,  middle-aged  merchant,  he 
visited  his  native  town  and  addressed  a  roomful  of  youngsters  who 
knew  nothing  of  him  or  his  career.  He  wished  to  impress  upon  them 
the  importance  of  youthful  integrity,  and  spoke  to  them  something 
after  this  fashion:  "Once  there  were  two  little  boys,  whose  names  were 
Johnny  and  Jeremiah.  Johnny  was  a  naughty  little  boy;  he  never 
minded  his  good,  kind  teacher;  he  wouldn't  study,  and  he  played  truant. 
Now  Jeremiah  was  just  the  opposite.  He  did  just  as  his  teacher  told 
him,  got  his  lessons,  and  was  never  absent  from  school.    Now,  children 


COMMENCEMENT  WEEK  149 

which  would  you  rather  be  like,  Johnny  or  Jeremiah?"  Of  course,  the 
children  answered  with  one  accord  "Jeremiah,"  and  here  the  speaker 
puffed  himself  up,  threw  out  his  chest,  and  said  impressively:  "Jere- 
miah stands  before  you."  And  the  children  were  duly  impressed.  As 
I  said  before,  we  all  can't  be  "Jeremiahs,"  nor  do  we  want  to  be.  What 
is  one  person's  success  is  another's  failure.  I  can  think  of  some  fail- 
ures that  are  successes.  Back  of  all  true  success  lies  true  character. 
How  do  we  attain  true  character?  By  coming  to  understand  the  real 
self,  the  divine  self  that  exists  in  every  one  of  us,  that  self  which  is 
.  back  of  everything  physical  that  we  can  see. 

Our  characters  are  determined  by  our  habits;  but  back  of  our  habits 
lie  the  thoughts  that  actuated  them.  We  see  how  important  our 
thoughts  are.  Thought  is  one  of  the  greatest  forces  in  the  world.  It 
is  the  great  builder,  the  determining  factor,  in  human  life.  Then  be 
careful  what  your  thoughts  are.  Learn  to  control  them.  Think  only 
of  the  best  in  life.  Ella  Wheeler  Wilcox,  in  her  poem,  "Secret 
Thoughts,"  says: 

"I  hold  it  true  that  thoughts  are  things 
Endowed  with  being,  breath  and  wings, 
And  that  we  send  them  forth  to  fill 
The   world  with  good  results   or  ill. 
That  which  we  call  our  secret  thought 
Speeds  to  the  earth's  remotest  spot, 
And  leaves  its  blessings  or  its  woes, 
Like  tracks  behind  it  as  it  goes. 
It  is   God's   law;   remember  it, 
In  your  still  chamber  as  you  sit 
With  thoughts   you   would  not   dare  have  known. 
And  yet  make  comrades  when  alone. 
These  thoughts  have  life,  and  they  will  fly 
And  leave  their  impress  by  and  by, 
Like  some  marsh  breeze  whose  poisoned  breath 
Breathes  into  homes  its  fevered  death. 
And    after    you    have    quite    forgot, 
Or  all  outgrown  some  vanished  thought, 
Back  to  your   mind  to  make  its   home — 
A  dove   or  raven  it  will   come. 
Then  let  your  secret  thoughts  be  fair; 
They  have  a  vital  part,  and  share 
In  shaping  worlds,  and  molding  fate- 
God's   system  is  so  intricate." 

The  principal  aim,  then,  of  a  High  School  course  is  to  awaken  the 
boy  or  girl  to  a  realizing  sense  of  his  or  her  own  possibilities,  to  the 
right  quality  of  thinking.  The  discipline  of  thought,  that  we  must 
meet  and  conquer  in  these  years,  will  inaugurate  high,  healthful,  pure 
thinking.  Good  thoughts  will  bring  good  acts,  good  habits.  Habits 
determine  character;  character  in  turn  determines  what  our  lives  shall 
be — failures  or  successes.  Be  earnest  in  all  your  efforts,  no  matter 
how  small  may  be  the  thing  you  are  doing.  If  you  are  earnest  in  small 
affairs,  you  will  be  earnest  in  large  affairs,  because  you  have  cultivated 
the  habit  of  earnestness,  Don't  shilly-shally  through  life.  You  will 
never  accomplish  anything  if  you  do. 

The  great  ethics  of  life  come  to  us  during  our  High  School  period. 
We  learn  that  each  is  a  part  of  the  great  universal  whole,  that  each 
must  do  his  part  for  the  good  of  the  whole.  If  every  individual  work 
in  harmony  with  every  other,  harmony  will  pervade  the  whole.  No 
one  pupil  of  a  school,  no  one  part  of  the  nation,  can  stand  alone;  all 
are  dependent,  interdependent.     This  is  a  great  life  principle.    If  we 


150  WERNER'S  READINGS  NO.  54 

have  grasped  this  one  idea  alone  in  our  High  School  education,  we 
have  got  hold  of  a  fundamental  principle  as  lasting  as  rock  bed.  To  fit 
the  individual  for  the  duties  and  pleasures,  as  well  as  for  the  hin- 
drances, of  life,  is  the  aim  of  education.  To  teach  him  how  to  meet 
difficulties,  how  to  attain  the  happiness  the  world  affords,  how  to  per- 
form the  dutiesof  a  citizen,  how  to  get  a  living;  in  short,  to  make  him 
able  to  form  a  just  scheme  of  life — that  is  the  object  of  all  our  temples 
of  learning.  Let  us  make  xhe  training  the  High  School  pupil  receives 
as  nearly  all-round  as  possible.  Let  us  make  the  foundation  broad 
and  deep. 

"Build  to-day  then,   strong  and  sure, 
With  a  firm  and  ample  base." 

And  if  the  pupil  possess  some  particular  talent  which  it  is  desirable  to 
cultivate,  let  that  rise  above  the  broad  foundation,  a  graceful  dome,  an 
airy  pinnacle,  but  resting  firmly  on  a  base  broad  enough  and  secure 
enough  to  uphold  it. 

HONOR  CHAIR. 

(For  guest  of  honor  at  banquet.) 


One  and  one-half  dozen  roses  are  bound  and  fastened  to  corner 
of  chair  by  rose-colored  ribbon  of  satin,  long  bows  and  graceful 
streamers.  Ribbon  should  harmonize  with  color  scheme.  Long-stem 
American  Beauty  roses  are  effective. 


GRADUATES'  SOCIAL  AFFAIRS. 


I. — Senior  Class  Progressive  Dinner  Given  by  Juniors. 

SENIORS  are  invited  by  Juniors  to  a  "progressive  dinner."  Dec- 
orations consist  of  dolls,  toys,  little  carts,  rattles,  and  other  child- 
ish things.  Four  rooms  are  used,  over  doors  of  which  are  placed 
large  placards,  respectively:  "Freshman  Room,"  "Sophomore  Room," 
"Junior  Room,"  "Senior  Room." 

FRESHMAN   COURSE. 

Seniors,  on  arriving,  receive  menu-cards  on  which  is  printed  or 
written  "Freshman  Course,"  are  ushered  into  Freshman  Room  and  sit 
on  floor.  Four  Juniors,  dressed  as  nurse-maids,  tie  oilcloth  bibs,  on 
which  are  written  Christian  names  of  Seniors,  around  necks  of  Seniors 
who  are  handed  nursing-bottles  from  which  they  suck  milk.  During 
nursing,  Junior  nurse-maids  talk  "baby  talk"  to  Seniors  who  answer 
in  same  kind  of  talk,  cooing,  goo-gooing,  etc.  If  Seniors  refuse  to 
obey,  they  pay  forfeits.  When  nursing-bottles  are  empty,  Seniors 
pass  to  Sophomore  Room. 

SOPHOMORE  COURSE. 

On  entering  Sophomore  Room,  Seniors  receive  large  cards  on 
which  are  written  both  their  Christian  names  and  surnames.  Cards: 
also  have  drawing  Of  a  plucked  chicken.     In  room  is  table,  in  center 


COMMEXCEMEXT  WEEK  151 

of  which  is  large  open  primer,  tied  with  class-colors.  From  primer 
centerpiece  yellow  cardboard  foot-rules,  with  black-ink  measure-mark- 
ings, extend  to  plates.  These  rules  serve  as  hints  that  Sophomores 
are  not  able  to  make  rules  for  themselves.  Tender,  broiled  chickens, 
and  bread-and-butter  sandwiches,  are  served  to  Seniors,  who,  starting 
to  eat  with  their  fingers,  get  fingers  rapped,  and  are  made  to  eat  prop- 
erly by  Junior  nurse-maids,  who  also  lecture  Seniors  on  their  bad 
manners. 

JUNIOR   COURSE. 

On  entering  Junior  Room,  Seniors  receive  cards  bearing  their  full 
names,  preceded  by  "Mr."  or  "Miss."  In  this  room  is  attractive  table 
on  which  is  huge  birthday  cake  with  sixteen  candles  and  motto,  "Sweet 
Sixteen,"  in  red  icing.  Menu-cards,  headed  "Junior  Course,"  are  at 
plates,  also  a  booklet,  tied  with  class-colors,  with  "Heart-to-Heart 
Talks,"  and  containing  precepts  suitable  for  Juniors.  Seniors  are 
served  with  salad,  called  "Comedy  of  Errors,"  made  of  twisted  pieces 
of  lettuce-green  paper  on  which  are  written  good-natured  hits  on  Sen- 
iors' failings  and  peculiarities.  Cake,  icing  of  which  is  marked  for  cut- 
ting, is  served  Seniors  who  find  "cake"  made  of  cotton,  sawdust, 
raisins,  etc. 

SENIOR   COURSE. 

On  entering  Senior  Room,  Seniors  receive  cards,  in  form  of  book- 
lets, with  "Senior  Course"  on  front  page.  On  second  page  of  booklet 
are  Latin  or  Greek  mottoes;  on  third  page  of  booklet  is  menu.  Sev- 
eral tables,  arranged  in  circular  form,  are  in  this  room,  in  center  of 
which  is  table  with  centerpiece  representing  Senior,  in  cap  and  gown, 
clutching  diploma  and  perched  precariously  on  snow-covered  world 
(globe  set  in  bed  of  artificial  snow,  briers  and  thistles).  The  other 
tables  are  covered  with  .artificial  snow  in  which  plates  are  placed,  every 
plate  having  Senior's  name,  and  a  Greek  or  Latin  motto.  Candles,  in 
white  candle-sticks  and  with  white  shades  trimmed  with  icicles,  are  on 
tables.  Seniors  are  served  ice-cream  or  ices  in  children's  bread-and- 
milk  bowls. 

II. — Madcap  Pajama  Party. 

Decorations  are  dimly-lighted  candles,  pillows  and  bolsters  propped 
around  walls  in  place  of  chairs;  sheets  hung  against  side  walls;  in 
center  of  room  a  cot  set  as  refreshment-table,  on  center  of  which  are 
little  bags  of  "sleepy"  sand  pillowed  about  base  of  cushion.  To  bags 
are  attached  long  pieces  of  white  tape,  running  to  guests'  plates.  At 
end  of  feast  bags  become  souvenirs  for  guests.  Bowls  of  bread  and 
milk  serve  for  refreshments.  White  place-cards  have  sketches  in  pen 
and  ink  of: 

"Hey  diddle  diddle! 

The   cat   and  the   fiddle, 

The  cow  jumps  over  the  moon." 

Guests,  in  white  pajamas,  enter,  riding  broomsticks  and  carrying 
lighted  candles  in  tin  candle-sticks.  They  ride  down  whole  length  of 
one  side  of  room,  then  back  along  other  side  of  room  to  starting-place. 
During  this  riding  they  peer  around  and  act  as  silly  as  possible.    Then 


152  WERNER'S  READINGS  NO.  54 

they  take  places  at  refreshment-table  and  are  served  bread  and  milk. 
When  through  eating,  each  has  a  nightcap  to  make  with  eyes  closed. 
Guest  making  best  night-cap  gets  for  prize  book  of  lullabies  or  Mother 
Goose  nursery  rhymes.  Guests  retire  after  bread-and-milk  refresh- 
ments, soon  returning  dressed  in  sheets  and  pillow-cases.  Rollicking 
dance  follows.  Meanwhile  refreshment-table  has  been  stripped,  and  is 
piled  with  cushions  and  elaborate  spread.  In  midst  of  wild  dancing, 
Senior  throws  herself  on  cot  or  refreshment-table  acting  as  if  in  trance. 
Immediately  lights  are  extinguished;  two  Sophomores  appear  garbed 
as  "spirits"  or  "witches,"  with  staffs  and  umbrellas,  whirl  umbrellas 
over  reclining  Senior,  who  begins  to  mutter,  loudly  calling  name  ofi 
some  guest.  Senior  talks  to  guest  as  in  dream,  foretelling  her  future, 
continuing  until  all  guests  have  had  their  fortunes  told.  At  sudden 
signal  by  Sophomore,  guests  rush  to  cot,  seize  and  carry  out  Senior. 

III. — Drama  Simulated. 
Invitations  request  attendance  at  "A  Comedy  in  Five  Acts." 

ACT  I. 

"Music  hath   charms   to  soothe   the   savage  breast." 

Guests  vie  with  one  another  in  giving  college  cheers. 

act  n. 

"Oh  wad  some  power  the  giftie  gie  us 
To  see  oursel's  as  others  see  us!" 

Partners  are  chosen,  Freshman  and  Senior  being  paired.  Senior 
writes  on  card  description  of  partner.  Freshman  sketches  with  left 
hand  Senior  partner,  adding  description  of  Senior's  costume.  Prizes  are 
given  to  best  Senior  and  best  Freshman  work. 

act  m. 

"And  thereby  hangs  a  tale." 

Guests  gossip.  Then  every  one  is  asked  to  tell  of  some  college 
prank  or  frolic.    Prize  is  given  to  best  narrator. 

act  rv. 

"Eat,   drink,   and   be   merry." 

Refreshments  are  served;  humorous  toasts  are  given  and  responses 
made.  Toasts  and  responses  should  refer  to  features  of  college  or 
school-life.  Appropriate  menu  contains  quotations  from  authors.  At 
end  of  quotation  is  stated  kind  of  food  or  drink  to  be  served.  Follow- 
ing will  serve  as  examples: 

"Oh    for    a    cooling    draught" Cider. 

"Sweets    to    the    sweet."  Candy. 

ACT  V. 

"As  You  Like  It." 

Guests  do  as  they  please — play  cards,  sing,  dance,  reminisce,  etc. 

IV.— Barn  Frolic. 

Invitations  are  decorated  with  pen-and-ink  sunbonnet  maidens. 
Freshmen,  dressed  as  countrymaids,  are  asked  to  meet  swains  in , 


COMMENCEMENT  WEEK  153 

at  seven-thirty  o'clock.  Members  of  graduating  class  act  as  swains  to 
countrymaids,  who  wear  calico  dresses,  of  all  styles  and  colors;  aprons, 
leghorn  hats  tied  coquettishly  under  chins,  or  flower-bedecked  sun- 
bonnets.  Swains  wear  farmer  costumes  of  rough  shirts,  handkerchiefs 
around  necks,  sombreros,  blue  or  brown  overalls,  from  bottom  of 
which  feet  appear.  If  barn  for  entertainment  is  not  available,  use  gym- 
nasium, decorated  with  hay,  straw,  columns  trimmed  with  corn-stalks 
and  colored  leaves;  grinning  jack-o'-lanterns  and  red  lanterns  every- 
where. Use  no  other  lights.  Fiddle  and  accordion  music  is  specially 
suitable.  Countrymaids  enter  and  line  one  side  of  room.  Swains  enter 
and  line  opposite  side  of  room.  Master  of  ceremonies  appoints  "school- 
master," and  announces  that  school  will  begin.  Pupils  are  examined  in 
"readin',  'ritin'  and  'rithmetic."  Pupils  do  all  sorts  of  funny  things  and 
make  all  sorts  of  funny  replies.  School  being  dismissed,  pupils  go 
away  simpering,  flirting,  etc.  Master  of  ceremonies  announces  "Barn 
Dance."    Swains  take  countrymaid  partners  and  dance  begins. 

BARN  DANCE. 

Partners  stand  side  by  side,  facing  same  way.  Swain's  right  hand 
rests  lightly  on  countrymaid's  waist,  left  hand  on  right  shoulder.  Coun- 
trymaid starts  with  right  foot,  swain  with  left  foot.  In  directions  fol- 
lowing, which  are  for  countrymaids,  swains  substitute  left  foot  for  right 
foot,  and  vice  versa: 

1.  Step  forward  on  right  foot.    (Count  1.) 

Bring  left  foot  to  third  position  behind  right  foot,  change  weight 

to  left  foot.     (Count  2.) 
Leap  forward  on  right  foot.     (Count  3.) 
Hop  on  right  foot,  at  same  time  extend  left  foot  raised,  in  fourth 

position  of  right  foot,  toes  pointed  downward.    (Count  4.) 

2.  Repeat  movements  of  No.  1,  starting  with  left  foot  (during  Counts 

1,  2,  3,  4). 

3.  Face  partner  and  take  waltz  position. 
Leap  forward  on  right  foot.     (Count  1.) 

Slide  forward  on  left  foot,  turn  half  round  to  right  and  change 

weight  to  right  foot.    (Count  2.) 
Leap  backward  on  left  foot.    (Count  3.) 
Slide  back  on  right  foot,  change  weight  to  left  foot.    (Count  4.) 

4.  Repeat  movements  of  No.  3  (during  Counts  1,  2,  3,  4). 

NOTE. — Accent  leap  only  and  change  in  No.  3,  No.  4.  In  the  slide  toes 
touch  floor  for  a  moment  only. 

After  Barn  Dance  is  finished  and  dancers  have  rested,  host  or 
hostess  announces  a  "Paul  Jones."  Partners  are  again  selected,  and 
dance  begins. 

PAUL   JONES. 

Dancers,  having  chosen  partners,  form  ring,  all  holding  hands. 
To  musical  accompaniment,  dancers  move  "right  and  left  round"  room. 
In  a  few  minutes  master  of  ceremonies  blows  whistle;  dancers  stop, 
then,  with  person  whose  hand  is  held  at  time  whistle  is  blown,  waltz, 
one-step,  or  two-step  round  room,  until  whistle  is  again  blown  (which 
is  in  a  few  minutes).    Dancers  again  form  ring,  holding  hands  of  per- 


154  WERNER'S  READINGS  NO.  54 

sons  they  chance  to  be  next  to,  and  again  move  "right  and  left  round." 
These  movements  are  repeated  as  long  as  desired.  Explanation  of 
term  "right  and  left  round":  Dancers  face  partners,  pass  partners, 
touching  right  hands  in  passing,  and  continue  in  same  direction  around 
the  set,  giving  left  and  right  hands  alternately  to  persons  met.  Part- 
ners are  thus  moving  in  opposite  direction. 

Other  dances,  as  Virginia  Reel,  Jigs,  Country  Dance,  etc.,  may  be 
introduced.  Dances  should  be  suited  to  style  of  frolic  and  not  partake 
of  up-to-date  characteristics.  Following  refreshments  are  appropriate: 
Sandwiches  of  ham  and  whole  slices  of  bread  cut  from  large  round 
loaves;  old-fashioned  molasses  taffy;  molasses  pop-corn  balls;  large 
rosy-cheeked  apples;  lemonade.  Dancing  may  be  resumed  after  re- 
freshments. At  end  of  Barn  Frolic,  swains  choose  and  escort  country- 
maids  home,  or  to  their  rooms.  As  they  start,  "Seein'  Nellie  Home" 
could  be  appropriately  played. 

V. — Reminiscence  Party. 

Select  room  with  large  open  fireplace  (with  burning  logs)  for  party. 
Girls  wear  kimonos  (if  boys'  party,  boys  wear  pajamas).  On  arriving, 
each  person  receives  bundle  of  fagots  and  sits  on  cushion  around 
hearth.  When  all  are  seated,  master  of  ceremonies  requests  a  guest  to 
throw  fagots  on  fire;  and,  while  fagots  burn,  to  relate  some  incident  in 
his  life.  When  all  guests  have  told  their  stories,  banjo  and  guitar  are 
played  and  guests  sing  "Home,  Sweet  Home,"  and  "Auld  Lang  Syne." 
Master  of  ceremonies  stands  before  fire,  and,  with  mannerisms  of  a 
seer,  recalls,  or  pretends  to  recall,  incidents  in  college-life  of  each  guest 
in  turn.  The  narration  is  accompanied  by  banjo  and  guitar  music.  For 
refreshments,  guests  haul  in  big  packing-case,  decorated  as  refresh- 
ment-table, "from  home."  On  center  of  table  is  old  oaken  bucket, 
bound  with  smilax  and  autumn  leaves  and  fastened  to  pole  which  in 
turn  is  fastened  to  tub  containing  fruit  punch.  Master  of  ceremonies 
dips  bucket  into  punch  and  serves  guests;  cakes  and  candies  are  served 
by  other  persons.  During  refreshments  guests  sing  "Old  Oaken 
Bucket." 

VI.— Shoe  Party. 

White  cardboard  invitations,  cut  in  shape  of  shoe-soles  and  tied 
with  shoestrings,  are  sent  to  members  of  class.  Guests  arriving,  find 
sheet  stretched  across  room;  hiding  behind  sheet  are  persons  showing 
feet  only.  Guests  are  directed  to  guess  owners  of  feet.  Person  having 
most  right  guesses  wins  prize.  Appropriate  prize  is  a  Billiken.  Next 
is  a  prize  finger  shoe-buttoning  contest.  Good  prize  is  shoe-horn.  An- 
other contest  is  trying  on  small  slipper,  person  with  smallest  foot,  or 
whose  foot  slipper  fits,  receiving  prize. 

VII.— Graduates'   Banquet. 

Decorate  table  with  roses  in  glassware,  and  rose-flower  candle-, 
shades.  For  centerpiece  use  low  glass  bowl  filled  with  roses  and  long 
sprays  of  green  leaves  trailing  over  table,  in  and  out  among  dishes, 
with  scattering  of  roses. 


COMMENCEMENT  WEEK  155 

MENC. 

Currant   Soup   with   Rice   and   Raisin  Squares 

Shrimps   a   la   Bretoise 

Brown  Bread  Fingers  Cucumber   Straws 

Chicken  au   Cresson 

Potato    Roses  Green    Peas 

Medley   Salad 

Cheese    Straws 

Strawberries    and    Whipped    Cream    in    Lady    Locks 

Rose  Ice-Cream 

Jeanne  d'Arc  Bonbons 

Tea   Punch 

VIII. — Graduation   Frolic  and  Banquet. 

Class-color  decorations  and  flowers.  Crepe  paper  is  also  effective. 
At  each  plate  should  be  a  souvenir  symbolizing  some  event  pertaining 
to  that  guest;  small  megaphone  for  football  rustler;  small  footballs  for 
players;  small  slate  and  pencil  for  class  mathematician.  Tables  are 
placed  in  hollow  square,  so  that  everybody  can  be  easily  seen.  Refresh- 
ments may  be  the  usual  banquet.  Ices  are  served  in  miniature  college- 
caps.  Rolls  of  bread  should  be  long  and  tied  with  college  colors  to 
represent  diplomas.  Cakes  are  decorated  with  class-colors  in  icing. 
On  entering  dining-room,  guests  receive  cards,  with  lead-pencils  at- 
tached, bearing  name  of  school  and  date  of  graduation.  After  guests 
are  seated,  each  guest  writes  on  card  his  name  and  passes  card  to* 
neighbor  on  left,  who  writes  his  name  on  card  and  passes  card  on, 
so,  when  cards  have  gone  round  of  table,  every  card  has  names  of  all 
guests.  These  cards  are  interesting  souvenirs  for  class  memberSi 
Toastmaster  impersonates  principal  of  school,  others  impersonate  vari- 
ous teachers  of  school.  Bogus  chairman  of  board  of  directors  presents 
diplomas.     Following  are  examples  of  speeches: 

To  the  handsomest   in  the   class — a  mirror. 

To  the  fattest — a  pair  of  scales. 

To  the  thinnest — a  bottle  of  tonic. 

To  the  most  talkative — a  pair  of  clappers. 

To  a  fair-haired  youth — a  bottle  of  red-hair  dye. 

These  tokens,  wrapped  in  paper,  are  tied  with  ribbon  to  resemble 
diplomas.  Class  historian  reads,  from  huge  book,  class  history  during 
class's  four  years  in  school.  Class  prophet  tells  the  future.  Class 
lawyer  reads  will  of  class,  bequeathing  various  articles  to  Juniors. 
Class  president  reads  valedictory.  All  unite  in  singing  class-song  and 
giving  class-yell. 

IX.— Historical  Masquerade. 

Two  boys  and  two  girls  are  appointed  as  program  committee  by 
class,  as  affair  is  to  be  a  surprise  to  others  of  class.  Committee  decide 
where  to  hold  entertainment,  indoors  or  out,  and  arrange  decorations 
which  should  be  in  class-colors.  They  go  to  members  of  class,  sep- 
arately, and  direct  him  (or  her)  to  wear  costume  representing  histori- 
cal character,  such  as  Antony  (or  Cleopatra,  if  a  girl).  Characters  are 
assigned,  so  there  will  be  a  partner  for  every  one:  William  and  Mary, 
Napoleon  and  Josephine,  etc.  Costumes  are  of  cheese-cloth,  tinsel, 
tissue-paper,  or  other  inexpensive  materials.  Girls  and  boys  may  come 
costumed,  or  bring  costumes  and  dress  in  rooms — or  tents,  if  out-of- 
doors — assigned  for  this  purpose.  There  may  be  games  or  dancing 
until  time  for  refreshments.     Then  master  of  ceremonies  directs  boys 


156  WERNER'S  READINGS  NO.  54 

to  find  partners.  This  causes  merriment,  as  a  fifteenth  century  charac- 
ter must  not  have  a  partner  of  twelfth  or  thirteenth,  but  must  find  girl 
of  same  century  as  himself.  There  is  fun,  if  Caesar  gets  Cleopatra 
before  Antony  can  claim  her,  or  if  Paris  runs  off  with  Helen  of  Troy. 
When  all  have  found  partners,  Juniors  serve  refreshments.  Then  mas- 
ter of  ceremonies  announces  that  company  would  like  to  hear  about 
adventures  of  Hannibal,  or  some  other  noted  person.  This  will  be 
amusing  if  Hannibal  has,  as  is  likely,  forgotten  the  history,  or  if,  by 
mistake,  he  gives  history  of  some  other  character.  Each  character 
tells  his  story  in  first  person;  when  he  has  finished,  he  calls  for  some- 
one else,  and  so  on  until  all  have  had  a  chance.  Someone  reads  history 
of  class;  class  prophecy  is  told  by  a  "gipsy,"  who  enters  when  prophecy 
is  announced.  This  is  exceedingly  humorous  if  done  in  spirit  of  whole 
entertainment.  Helen  of  Troy,  for  instance,  may  be  warned  of  dangers 
of  flirting;  Napoleon  may  be  called  down  for  egotism,  or  teased  be- 
cause of  small  stature. 

X. — Tree-Planting  Entertainment. 

This  entertainment  is  given  by  Juniors  and  Seniors.  Juniors  issue 
invitations  which  may  be  in  form  of  leaves,  or  leaves  may  be 
stamped  or  printed  on  cards  or  paper  of  ordinary  shape.  Invita- 
tions may  have  a  motto,  as,  for  instance,  sentiment  attributed  to 
Stephen  Girard:  "If  I  knew  I  should  die  to-morrow,  I  would  plant  a 
tree  to-day."  Seniors  are  asked  to  learn  poems  relating  to  trees  or 
flowers.  Classes  meet  in  woods,  and  have  picnic  amusements,  including 
luncheon.  Mistress  of  ceremonies  (a  Junior)  announces  she  will  test 
the  boasted  learning  of  Seniors,  who  must  answer  the  questions :_ 

1.  How  and  when  did  Arbor  Day  originate?  (In  this  and  in  all 
other  "tests,"  when  Seniors  fail  to  answer  satisfactorily,  Juniors,  who 
are  prepared,  give  correct  answers.) 

2.  Every  Senior  is  called  on  to  recite  poem  learned.  Humorous 
restrictions,  not  divulged  beforehand,  keep  this  feature  from  becoming 
stilted.  Mistress  of  ceremonies  declines  to  hear  "Last  Rose  of  Sum- 
mer," or  "Woodman,  Spare  That  Tree,"  or  what  Shakespeare  says 
about  a  rose  smelling  as  sweet  by  any  other  name;  or  Gray's  flower 
wasting  its  sweetness  on  the  desert  air,  etc. 

3.  Which  is  the  most  beautiful  tree  in  town?  (Lively  difference  of 
opinion.) 

4.  Tell  an  incident  of  an  Arbor  Day  celebration  in  school.  ('  Do 
you  remember  the  year  that  we .") 

5.  What  tree  is  most  useful? 

6.  What  is  most  wonderfuf  tree  you  have  ever  heard  of? 

7.  Tell  story  of  Charter  Oak  and  Washington  Elm? 

8.  Mistress  of  ceremonies  gives  familiar  quotations  on  nature,  and 
asks  name  and  author  of  poem,  from  which  quotation  is  taken.  _ 

9.  Seniors  are  asked  to  sing  appropriate  songs;  none  coming  to 
memory  readily,  Juniors  shame  them  by  singing  songs  for  which  they 
have  prepared.  . 

10.  What  is  barest  spot  in  our  town,  one  most  in  need  of  a  tree? 
This  answered,  mistress  of  ceremonies  announces  they  will  journey  to 
this  barest  spot  and  plant  two  saplings— one  in  memory  of  Seniors,  one 
to  Junior  glory. 


COMMENCEMENT  WEEK  157 

XI. — Book  Reception. 

The  aim  is  to  add  books  to  school  or  college  library.  Invitations 
are  prepared  and  sent  out  by  Seniors  or  by  graduates. 

FORM  OF  INVITATION. 

On  ,   my  friend, 

A  book-reception  we  shall  hold, 
This  little  messenger  we  send, 

To  say  that  though  the  day  be  cold, 
A  warm,  warm  welcome  we  extend, 

And   choice  refreshments  we  shall  servo 
To  all  who  will  attention  lend, 

And    who    these   rules    will    well    observe. 
First,  you  must  bring  no  frown  with  you, 

Leave   all   your   unkind   thoughts   elsewhere, 
Then  "two  bits"  or  a  book  is  due, 

Besides  the  smiles  you  scatter  there. 
We've  literary  games  also, 

And   moral    games,   so   on   the   'whole, 
Tou  must  find  out,  before  you  go, 

We  feast  the  body,  mind  and  soul. 

Reception  committee  receive  guests  who  bring  books  collected  by 
them.  Books  are  examined,  and  number  received  credited  to  guests. 
When  guests  have  all  arrived,  and  books  have  been  passed  on,  reports 
are  given  chairman  of  committee,  who  announces  results,  usually  during 
lull  in  music.  Suitable  prizes  are:  Gold  book-pin,  for  largest  number 
of  books;  one  month's  free  tuition  in  some  subject,  for  next  largest 
number  of  books;  pair  of  gloves,  box  of  candy,  boxing-gloves,  etc.,  for 
other  prizes. 

Chairman  announces  "Original  Stanza  Contest."  Guests  write  each 
a  stanza  consisting  of  not  less  than  four,  nor  more  than  eight,  lines 
about  best  books  they  have  read,  giving  titles  and  descriptions  of  books. 
Best  stanza  gets  first  prize;  poorest  stanza  gets  "booby"  prize.  Chair- 
man announces  "Unfinished  Quotations"  contest.  Guests  receive  cards 
on  which  have  been  written  different  quotations  (ten  is  a  good  number) 
with  parts  of  lines  omitted.  Guests  complete  quotations,  write  author's 
name  after  each  quotation,  and  their  own  name  at  end  of  card.  When 
all  have  been  completed,  committee  receive  cards;  person  having  rilled 
out  most  quotations  rightly,  receives  prize.  Several  prizes  may  be 
awarded,  if  desired. 

STYLE  OF  QUOTATIONS. 

Kind  hearts  are  more  than  coronets, 
And  simple  —  —  —  —  —  — 

To  be  or  not  to  be 

That  is 

Only  the  good  die  young,  and  those  whose  hearts 
Are  like  the  summer's  dust,  Burns  to — 

Chicken-salad,  sandwiches,  coffee  or  chocolate,  ice-cream,  etc.,  may 
be  served. 

XII. — Literary  Games. 

(Suitable     for    Book-Receptions     and     other    similar    entertainments.) 
CHARACTERISTICS. 

Game  consists  of  describing  by  words  certain  characteristics  of 
authors  whose  first  letters  are  initials  of  author  designated.  For 
instance:    "His  Works   Live"    (H.   W.   Longfellow);   "Gayly   Depicts 


158  WERNER'S  READINGS  NO.  54 

Manners"  (George  du  Maurier);  "Wit  Merits  Truth"  (W.  M.  Thack- 
eray); "Lasting  Writer"  (Lew  Wallace).  Player  who  guesses  largest 
number  of  authors  is  winner.  Players  in  turn  may  give  author's  char- 
acteristics, or  one  player  may  have  prepared  list  previous  to  game  for 
others  to  guess. 

LITERARY  CONUNDRUMS. 

In  literary  conundrums,  enter  titles  of  books,  names  of  authors  and 
characters  and  places  of  historical  note.  Conundrums  are  almost  al- 
ways home-made;  by  exercising  a  little  ingenuity,  some  very  good  ones 
can  be  made  as  follows:  "What  poet  would  keep  your  ears  warm  on  a 
cold  day?"  ("Hood");  "What  author  reminds  us  of  a  Biblical  story?" 
("Caine").  And  so  on  through  a  vast  category  of  names  which  easily 
can  be  so  applied. 

LITERARY    SALAD. 

Game  consists  of  dish  of  green  paper  leaves,  on  which  are  written 
quotations,  authors  of  which  are  to  be  named  by  players.  Some  small 
token  is  usually  given  to  one  who  successfully  names  most. 

NATIONS. 

Following  list  of  questions  is  written  on  paper  and  given  to  play- 
ers who  endeavor  to  write  answers.  A  reward  may  be  given  player 
correctly  guessing  greatest  number. 

QUESTIONS.  ANSWERS. 

Nation  from  which  we  start Germination 

Nation  for    teachers .Explanation 

Nation  for   pupils    Subordination 

Nation  for    actors     Impersonation 

Nation  for    a    popular    prince Coronation 

Nation  for    theological    students Ordination 

Nation  for   a   politician    Nomination 

Nation  for  the  ungodly    Domination 

Nation  for  an  unpopular  official Resignation 

Nation  opposed   to   darkness .Illumination 

Nation  for   a   contagious    disease Vaccination 

Nation  for  pests   Extermination 

Nation  for  wrong-doers    Condemnation 

Nation  for  the  irresolute    Determination 

Nation  for  the   superstitious    Hallucination 

Nation   which   monopolizes   desire Combination 

Nation  toward  which  we  lean   Inclination 

Nation  which  indicates  a  class    Denomination 

Nation  we  have  now  reached Termination 

SKELETON   STORY. 

Another  interesting  literary  contest  is  the  skeleton  story.  Story  is 
written  on  paper  and  begins  in  usual  style;  but,  after  it  has  progressed 
for  a  line  or  two,  a  blank  is  found  in  place  of  a  word.  Blanks  are« 
liberally  scattered  through  stories,  and  players  have  to  fill  them  in. 
Sometimes  omitted  words  are  titles  of  books,  sometimes  names  of 
authors,  or  names  of  well-known  characters  in  fiction.  To  be  able 
successfully  to  fill  in  story,  one  must  be  quite  well  versed  in  modern 
fiction,  must  know  a  little  about  classics,  a  good  deal  about  poets,  and 
must  have  a  general  knowledge  of  literature. 


COMMENCEMENT  WEEK  159 

POPULAR  COLLEGE  CANDIES. 


VASSAR    COIXEGE   FUDGE. 

2  caps  granulated  sugar,  '/t    cake    or    1    oz.    Baker's    unsweetened 

%  cup  milk,  chocolate,  shaved; 

%  cup  water,  1  teaspoon  vanilla. 

Butter,  size  of  ess. 

Mix  all  in  dish,  except  vanilla.  Boil  steadily  eight  minutes.  As  soon  as 
mixture  begins  to  boil,  stir  mixture  and  continue  stirring  eight  minutes.  Take 
off  fire  and  whip  mixture  in  same  dish  used  for  boiling,  adding,  as  you  whip, 
one  teaspoon  vanilla.  Whip  mixture  until  it  creams.  Have  ready  greased  marble 
slab  or  greased  platter.  When  mixture  is  well-creamed,  place  it  on  slab  or  platter 
and  knead  it  as  you  would  knead  bread.  When  well  kneaded  (after  a  half  hour 
steady  work),  roll  out  flat  and  cut  into  cubes,  or  leave  in  shape  of  loaf.  Cut 
6lices   as   if   cutting   bread. 

WELLESLEY    COLLEGE    FUDGE. 

Same  ingredients  and  same  procedure  as  Vassar  College  fudge,  except  that 
when  fudge  is  ready  for  vanilla,  add  one  pound  of  marshmallows  (previously 
broken  into  small  bits)  and  vanilla.  Beat  thoroughly  until  all  is  creamy,  then 
pour  into  buttered  pan;  when  cool  enough,  mark  off  into  squares. 

CORNELL  COLLEGE  FUDGE. 

2  squares  chocolate,  Butter,  size  of  walnut, 

2  cups  sugar,  %  cup  hickory-nut  meats. 

1  cup    milk, 

Boil  sugar,  milk  and  chocolate,  without  much  stirring,  eight  minutes.  Add 
butter.  Remove  from  Are  and  stir  hard  until  nearly  cold.  Add  nuts,  stirring 
them  in  well.  Smoothness  depends  on  strength  used  for  stirring.  Spread  out 
thin  in  greased  pan  and  mark  in  squares,  or  make  into  ball  forms. 

BARNARD   COLLEGE  FUDGE. 

One-third  cake  chocolate,  Cream,  enough  to  thin  mixture, 

2  lbs.   brown  sugar,  Nuts  of  any  sort. 

1  tablespoon  butter, 

Put  all  ingredients,  except  nuts,  into  dish  and  leave  until  thoroughly  soft- 
ened. Boil  without  stirring  ten  minutes.  Take  off  Are  and  stir  in  nuts.  Beat 
thoroughly  until  mixture  is  well  creamed.  Spread  in  buttered  pan  and,  when 
nearly   cooled,  cut  into  squares. 

BRYN   MAWR   COLLEGE  FUDGE. 

2  squares  chocolate,  Butter,  size  small  walnut, 

3  cups   granulated  sugar,  1  teaspoon  vanilla. 
1  cup  milk, 

Boil  sugar,  butter  and  milk  together  seven  minutes.  Put  chocolate  in  and 
boil  three  minutes  longer.  Take  off  fire,  and  add  vanilla.  Beat  mixture  until 
cool.     Spread  in  buttered  tin  and  cut  into  squares. 

SMITH   COLLEGE  FUDGE. 

%  cup  butter,  %  cup  molasses, 

1     cup  brown  sugar,  2     squares  chocolate, 

%  cup  cream,  1%  teaspoons  vanilla. 

1     cup  white  sugar, 

Mix  sugar,  molasses  and  cream  in  dish  to  be  used  for  boiling.  Add  melted 
butter.  Put  over  fire  and  boil  three  minutes,  stirring  rapidly.  Add  chocolate 
grated  or  scraped.  Boil  five  minutes,  stirring  rapidly  at  first,  then  slowing  down. 
Remove  from  fire  and  add  vanilla.  Stir  mixture  until  it  thickens,  then  pour  into 
buttered  pans  and  set  away  to  cool. 

WELLESLEY  COLLEGE  PENOCHE. 

3  cups  brown  sugar,  Cup  chopped  English  walnuts, 

1  cup   cream  or  milk,  1  teaspoon  vanilla. 

Butter,    size    walnut, 

Boil  sugar,  cream  or  milk  together  until  mixture  forms  soft  ball  when  dropped 
Into  cold  water.  Add  butter.  Take  from  fire  and  add  nuts  and  flavoring.  Stir 
until  mixture  begins  to  harden.       Put  on  buttered  plates  and  cut  into  squares. 


160  WERNER'S  READINGS  NO.  54 

MEXICAN  PENOCHE. 
2  cups  brown  sugar,  1  tablespoon   butter, 

1  cup  white  sugar,  4  tablespoons   chocolate    (scraped), 

1  cup  milk,  1  teaspoon  vanilla, 

1  cup  chopped  walnuts,  1  saltspoon  salt. 

%  cup  molasses, 

Put  sugar,  milk,  butter,  salt,  molasses  into  dish  and  set  over  fire.  When 
mixture  boils,  add  chocolate  and  nuts.  Boil  until  it  thickens,  then  add  vanilla. 
Take  from  fire  and  stir  until  creamy,  Put  on  buttered  tins  to  cool  and  cut  into 
squares. 

COLIEGE    TOASTED   MARSHMALLOWS. 

Use  one  pound  marshmallows.  Heat  very  hot  copper,  silver  or  granite  dish. 
Put  in  some  marshmallows  and  hold  dish  over  fire.  Watch  marshmallows  very 
closely  so  they  do  not  burn.  Turn  when  niarshmallows  have  browned  on  one 
side  and  brown  them  on  other  side.  It  takes  only  a  few  seconds  to  toast  marsh- 
mallows. 

CHOCOLATE  CARAMELS. 

1  cup  molasses,  y2  cup  milk, 

%  cup  sugar,  1  tablespoon  butter, 

%  lb.  grated  chocolate,  1  teaspoon  vanilla. 

Boil  all  together,  stirring  scarcely  any,  just  enough  to  keep  from  burning. 
When  a  little  of  mixture,  dropped  into  cold  water,  hardens  at  once,  take  it  from 
fire  and  pour  it  into  buttered  pans;  as  it  cools,  cut  into  squares. 

MAPLE   SUGAR   CARAMELS. 

4  cups  maple  sugar,  1  quart  milk. 

Boil,  stirring  constantly,  until  a  stiff  ball  is  formed  when  little  of  it  is  tried 
in  cold  water.     Pour  into  buttered  pans;  when  nearly  hard,  cut  into  squares. 

COFFEE   CREAM   CARAMELS. 

2  lbs.   sugar,  2  ox.  butter, 

1  cup   cream,  One-third  cup  coffee. 

Boil  until  it  strings  from  fork;  remove  from  Are  and  beat  well;  pour  Into 
buttered  tins;  when  cooled,  cut  into  squares. 

PEANUT    CREAM. 
1     cup  brown  sugar,  1  (10c.)    box   marshmallows, 

%  cup  granulated  sugar,  1  cup   shelled  peanuts. 

%  cup  milk, 

Boil  slowly  sugar  and  milk  together  eight  minutes;  take  from  fire  and  stir 
in  marshmallows.  When  they  have  dissolved,  stir  in  peanuts  and  beat  mixture 
until  all  is  well-mixed.     Pour  into  buttered  dish  and  cut  into  squares. 

PEANUT  PATTIES. 

y2  pint  chopped  peanuts,  2  cups   sugar. 

4     eggs,  whites  only; 

Beat  whites  of  eggs  to  stiff  froth,  add  chopped  nuts  and  sugar.  Take  sheets 
of  oiled  paper  and  lay  in  tins.  Drop  mixture  by  teaspoonful  on  oiled  paper;  Place 
into  oven  and  bake  until  a  light  brown. 

SUGARED  POPCORN. 
1  cup  sugar,  3  tablespoons  water. 

1  tablespoon  butter. 

Boil  all  together  until  it  candies  when  dropped  in  cold  water.  Stir  in  two 
quarts  of  freshly  popped  corn.  Stir  constantly  until  corn  is  well-coated  with 
mixture. 

COCOANUT  CREAMS. 

1  lb.  confectioner's  sugar,  1   teaspoon   vanilla, 

1    egg    (white    only),  %   cup   grated   cocoanut. 

Cream  or  milk  or  part  milk  and  1  tablespoon  melted  chocolate, 

Mix  well  (except  vanilla).  Put  mixture  into  bowl  over  kettle  half  full  boiling 
water.  Keep  over  fire  until  mixture  is  melted.  Remove  from  fire  and  stir  in 
vanilla.  Use  silver  fork  to  drop  portions  of  mixture  on  oiled  paper  or  buttered 
platter. 


PART    V. 
Racing  Day,  Athletic  Day,  Play  or  Recital  Day 

INDOOR  ATHLETIC  TRACK  MEET. 


AN  Indoor  Athletic  Track  Meet  for  school  or  college  students  may 
be  made  entertaining  for  a  large  crowd.  Only  students  of  home 
school  or  college  need  participate,  various  classes  being  pitted 
against  each  other,  and  spectators  roped  off  along  sides  of  room.  If,  how- 
ever, students  want  to  have  a  frolic  in  which  everybody  takes  part,  the 
names  of  six  popular  national  or  local  colleges  may  be  given  divisions  of 
the  gymnasium,  location  of  each  being  indicated  by~suspended  pennants 
of  cheesecloth  or  crepe  paper.  On  entering,  each  merrymaker  receives 
small  pennant — facsimile  of  larger  ones — and  takes  place  with  college 
group  represented  b}?  pennant.  Brightness  of  pennants,  gaily  fluttering 
in  many  colors  and  rousing  cheers  of  "college,"  will  insure  genuine 
"track-meet"  atmosphere.  Each  college  should  elect  a  manager  and 
a  yell-master:  enough  time  should  be  allowed  for  groups  to  select  rep- 
resentatives and  perfect  various  yells  with  which  they  are  to  spur  on 
representatives  of  their  team.  Each  college  group  needs  at  least  one 
competitor  for  honors  of  each  event,  and  entries  should  be  made  with- 
out contestants  knowing  just  what  they  are  expected  to  do.  Judges, 
[timekeepers  and  referees  are  to  be  previously  appointed  by  reception 
'committee,  and  individual  score-cards  provided. 

First  Event:  "Twenty-foot  Dash."  Contestants  hop  distance  on  one 
foot,  and  carry,  without  spilling,  glass  of  water  in  right  hand. 

Second  Event:  "Discus-Throw."  Give  each  contestant  empty  paper- 
bag  and  string;  allow  competitors  one  minute  to  inflate  bag  with  "hot 
iiair"— as  saying  goes;  tie  string  around  bag's  neck  and  throw  inflated 
jobject  as  far  as  possible.  Since  bags  will  go  in  almost  any  direction 
except  in  direction  thrower  intended,  and  as  some  of  the  puffiest  ones 
are  likely  to  blow  back  on  their  irate  manipulators,  this  test  of  skill  can 
be  appropriately  dubbed  a  "Discus-Throw." 

Third  Event:  "Standing  Broad  Grin."  Width  of  each  competitor's 
:smile  is  measured  with  tape-measure.  Winner  is  bidden  to  bow  to  each 
defeated  candidate  in  turn,  without  smiling;  and,  afterward,  to  each  one 
with  different  kind  of  smile.  These  attempts,  in  spite  of  strenuous 
efforts,  are  sure  to  have  ludicrous  results. 

Fourth  Event:  "Handicap  Hobble  Hurdle-Race"  will  be  a  farcical 
[feature,  if  contestants  wear  tight-fitting  "hobble"  skirts  of  cheese-cloth 
or  sacking,  and  race  length  of  room.  The  least  spurt  or  sudden  access 
of  speed  will  result  not  only  in  upset  of  dignity,  but  also  of  equilibrium. 
Halfway  down  course  pasteboard  barriers  should  be  stationed,  over 
which  the  "hobbled"  ones  hurdle  as  best  they  may. 

Fifth  Event:  "A  Crowing  Contest."  Contestants  are  solemnly 
seated  on  camp-stools  and  given  four  crackers  each  to  eat;  after  eating, 
:onsumers  are  unexpectedly  told  to  "cock-a-doodle-doo."  Crackers 
eave  mouth  dry  and  contestant,  so  that  he  who  first  can  utter  clarion 
:all,  well  deserves  "Chantecler"  medal. 

Sixth  Event:  "Obstacle  Race."  This  spectacular  finale  is  likely  to 
nake  greatest  fun  of  the  evening.     Contestants  enter  race  with  unbut- 

(WR54— 161) 


162  WERNER'S  READINGS  NO.  54 

toned  shoes,  carrying  hats,  coats,  umbrellas,  camp-stools,  and  suitcases 
containing  gloves,  buttonhooks,  curl-papers  and  rubbers.  At  signal, 
they  race  across  room  to  chalk-mark  on  floor:  open  camp-stools;  seat 
themselves;  open  suitcases;  take  out  button-hooks;  button  shoes;  put 
on  curl-papers;  put  on  rubbers,  hats,  coats  and  gloves;  raise  umbrellas; 
pick  up  suitcases  and  camp-stools,  and  with  what  breath  they  have  left, 
race  back  to  starting-point. 

"Pole  Vault"  may  be  suggested  at  refreshment-time — each  guest 
being  presented  with  striped  stick  of  candy.  Popcorn  and  lemonade 
may  be  served. 

GYMNASIUM  RACES. 


EACH  contestant  is  given  small  bag  containing  fifty  beans  to  be 
used  for  betting  purposes,  also  score-card  with  pencil  attached. 
Cards  read  as  follows: 

I. — Steeplechase. 

OFFICIAL,  SCOKE-CARD. 

I. — Steeplechase Entries. ..... 

II. — Wordy  Heat "       

III. — Handicap "       

IV. — Article  Kace    "       

Four  Freshmen  take  part  in  steeplechase.  First,  they  are  blind- 
folded and  taken  into  dressing-room.  From  there  they  grope  through 
rooms  and  doors,  "up  winding  stair"  to  room  above,  where  bell  hangs 
from  ceiling.  Each  contestant  rings  bell,  then  finds  way  back  to  start- 
ing-point. Winner  is  awarded  large  leather  medal  in  shape  of  bell  tied! 
with  college-colors. 

II.— Wordy  Heat. 

In  "Wordy  Heat"  four  Sophomores  contest  for  medal,  being  told 
that  prize  goes  to  contestant  who  talks  continuously  and  consistently  for! 
ten  minutes.  All  four  contestants  talk  at  same  time,  and  it  takes  a 
very  competent — and  at  same  time  a  very  alert — set  of  judges  to  decide 
on  prize  winner. 

III. — Handicap. 

Six  Juniors,  stationed  at  one  end  of  room,  and  six  Seniors,  at  other 
end,  take  part  in  "Handicap."  Small  pieces  of  cloth,  buttons  and 
needles  are  given  to  Juniors,  and  pieces  of  thread  to  Seniors.  At 
signal,  each  Senior  starts  from  post  to  Junior  partner,  who  threads: 
needle;  Senior  sews  on  button  and  returns  to  place;  pair,  who  finish: 
first,  win. 

IV. — Article  Race. 

Whole  party  join  in  "Article  Race."  Two  captains  are  selected 
and  choose  sides.  Four  large  boxes  are  brought  in,  two  being  empty 
and  two  full.  Players  are  arranged  in  two  lines,  with  full  box  at  one! 
end  of  line  and  empty  box  at  other  end  of  line.  At  signal,  articles  are 
passed  from  hand  to  hand  down  line  and  back  again.  Side,  which  fin« 
ishes  first,  receives  ribbon  badges.  Lemonade,  peanuts,  popcorn,  etc.J 
may  be  served. 


C 


COMMENCEMENT  WEEK  163 

FOOTBALL  HERO. 


Strickland  W.  Gillilan. 


FROM  the  jaws  of  the  jungles  of  Jayville  the  Jasper  hiked  out  of 
his  lair; 
The  barn-breath  breathed  balm  from  his  bootlets,  the  hay-germs 
had  homes  in  his  hair; 
!  His  mouth  hung  ajar  like  a  fly-trap,  each  hand  was  as  big  as  a  ham. 
i  His  freckles  a  leopard-like  legion,  his  verdancy  far  from  a  sham; 
i  His  clothes  were  those  mother  had  made  him,  his  mop  had  been  mowed 

'round  a  crock; 
:  Each  wilted  congressional  gaiter  was  rimmed  with  a  neglige  sock. 
iWhen  Reuben  strayed  in  with  his  satchel,  and  eyes  you  could  snare 

with  a  rope, 
j  A  "ha-ha"  arose  from  the  campus  that  strangled  the  last  of  his  hope. 

But  Reuben  was  big — he  was  husky;  his  legs  were  like  saplings  of  oak; 
I  His  arms  were  like  steel,  and  he'd  often  made  two-year-old  steers  take 

a  yoke; 
■  His  back  was  the  back  of  a  Samson — gnarled,  knotted,  and  hard  as  a 

rock. 
His  neck  would  have  served  as  a  bumper  to  ward  off  a  switch-engine 

shock; 
His  unpadded  shoulders  were  hillocks  of  sinew  and  muscle  and  bone; 
His  chest  was  a  human  Gibraltar,  his  voice  had  a  vulcanoid  tone. 
His  prowess  had  never  been  tested  quite  up  to  the  limit  at  home, 
Although  he  had  romped  with  the  yearlings  and  guided  a  plow  through 

the  loam. 

The  boss  of  the  'leven  was  speechless  when  Rusticus  loomed  on  the 

scene. 
[What  mattered  the  fact  he  was  shabby?    What  mattered  the  fact  he 

was  green? 

Could  ever  a  team  get  a  line-up  'twould  stand  for  a  center  like  that? 
The  ranks  of  the  foe  would  vanish  ere  one  could  articulate  "Scat!" 
He  rushed  to  the  Reuben  and  nailed  him,  and  led  him  away  to  a  room 
Where  trainers  and  rubbers  proceeded  to  marvel  and  fondle  and  groom; 
And  when  at  the  close  of  a  fortnight,  the  wonder  was  trotted  to  sight, 
[The  grandstand  and  bleachers  went  daffy  and  howled  themselves  hoarse 

with  delight. 

P'What  next?"    asked  the  worried  kodaker  who  skirmished  in  vain  for 

a  shot! 
[The  Reuben-led  phalanx  proceeded  to  score,  with  a  loose-jointed  trot; 
(The  foe  faded  fast  as  a  snowflake  in  Tcphet's  most  tropical  frit, 
[While  Rusticus  romped  through  the  rout  like  a  mastodon  having  a  fit. 
\nd  when  all  the  team  that  opposed  him  lay  mangled  and  dead  on  the 

field, 
The  mob  went  as  mad  as  a  Mullah,  and  hooted  and  hollowed  andi 

squealed, 

Then  Rusticus,  bordered  with  lasses  who  called  him  a  hero  and  prince, 
Pranced  off  with  his  halo  of  glory,  and  hasn't  been  worth  a  cuss  since, 


164  WERNER'S  READINGS  NO.  54 

ARMY  AND  NAVY  FOOTBALL  GAME. 


Lloyd  Buchanan. 

THE  team  was  not  popular  at  first.     Teams  in  other  years  had  I 
been  praised  because  they  tied  Yale  or  Princeton  or  Harvard.  I 
The  corps  had  petted  them,  the  girls  on  the  post  had  worshipped  | 
them,  and  even  the  coaches  had  been  gentle  with  them.     But  it  was  I 
different  with  this  team.    They  were  raw  at  the  start.    They  were  un-  1 
fortunate  in  their  first  small  games,  and  were  finally  beaten  by  a  col- 1 
lege  that  the  old  teams  had  always  patronized.    The  coaches  bit  their 
tongues  in  wrath.    The  corps  hung  its  head,  and  old  graduates  began 
writing  long  letters  from  the  Philippines,  asking  what  the  deuce  was 
the  matter  with  that  awful  eleven. 

The  ti^am  was  ashamed,  yet  they  were  conscious  that  they  had  done 
their  best.  The  captain  called  them  together  in  the  Gym.  The  captain 
was  a  relic  of  the  glory  of  former  elevens. 

"You  men,"  he  said,  "know  the  situation  as  well  as  I  do.  We've 
been  itching  for  years  to  get  a  game  with  the  navy.  We've  got  one 
this  fall.  Now,  we've  been  playing  football  here  for  a  long  time.  We've 
fought  the  best  teams  in  the  country  to  a  standstill.  The  navy  has 
been  rubbing  it  in  all  along  that  we  weren't  nearly  as  warm  a  proposi- 
tion as  we  claimed  to  be.  We  have  been  answering  back  that  if  we 
only  had  a  chance  we  would  show  them  whether  we  were  warm  or  not. 
And  now  it  has  come  to  a  show-down.  Are  we  going  to  'fess  out? 
We  can't.    We  have  to  win.    We've  got  to — do  you  understand  that? 

"You  men  mean  all  right,  but  your  interference  is  rotten,  your 
tackling  is  rotten,  and  everything  you  do  is  rotten.  You'll  have  to 
plug,  plug,  plug;  and  if  any  man  dead-beats,  he's  dead-beating  on  the 
corps.  That's  all,  except  the  running  before  breakfast  will  start  to- 
morrow morning." 

So  the  drudgery  commenced-  Then  Harvard  came  up.  The  team 
was  beaten.  The  next  afternoon  the  captain  informed  them  that  they 
were  collectively  miserable,  but  that  individually  they  showed  some 
signs  of  saving  grace.  But  the  corps  and  the  world  at  large  eyed  them 
with  sorrow.  The  team  knew  this,  and  when  the  large  "A"  sweaters 
arrived,  they  were  half  afraid  some  old  player  would  come  over  and 
say,  "Do  you  think  you  are  an  army  team?" 

The  Columbia  game  was  no  better.  The  only  point  was  that  the; 
team  never  ceased  working,  and  they  suddenly  developed  an  admirable 
faculty  of  holding  Yale  for  downs,  time  and  again  inside  the  Wes* 
Point  five-yard  line.  No  one  noticed  this  much  at  the  time — except 
the  captain  and  the  coaches. 

A  few  officers  went  down  to  see  the  navy  play.  They  came  back 
looking  serious.  The  President  and  the  Cabinet,  and  half  of  Congress, 
and  all  the  army  and  navy  possible  were  going  to  the  game.  Old  gray- 
haired  graduates,  'way  out  beyond  the  Mississippi,  were  coming  east! 
for  that  one  thing.  The  army  in  the  Philippines  and  the  Asiatic  Squad-! 
ron  were  betting  their  boots  on  it.  It  was  a  national  event.  And  it! 
was  all  up  to  the  team. 

The  team  felt  it  so  much  that  they  began  to  go  stale.  On  the 
Saturday  two  weeks  before  the  end  the  team  played  such  ball  that  one 
girl  on  the  post  cried  outright,  and  a  gloom  fell  over  the  corps  that 


COMMENCEMENT  WEEK  165 

even  a  turkey  dinner  on  Sunday  could  not  dispel.  The  team  dragged 
over  to  the  Gym,  sore  and  hopeless.  They  knew  that  they  were  rotten 
bad,  but  they  knew  how  they  had  tried.  The  head  coach  began  to 
speak.  He  said  that  their  last  game  had  been  poor,  but  that  had  been 
expected.  They  had  been  worked  and  pounded  harder  than  any  other 
team  in  the  Academy.  They  could  lick  the  navy  if  they  did  their  best, 
and  the  navy  game  was  the  whole  thing.  And  now,  these  last  two 
weeks,  they  were  simply  to  get  on  edge  again.  The  coaches  were  more 
than  satisfied  with  them.  The  team  looked  at  each  other,  unbelieving. 
Finally  the  captain  spoke. 

"I've  cussed  the  tar  out  of  you.  But  I  know  now  that  you  have 
it  in  you  to  win.  All  I  want  is  for  you  to  know  it,  too.  Quit  worrying. 
You  have  nothing  to  worry  about.  Just  take  it  easy  for  the  next  couple 
of  days.    That's  all!" 

The  corps  rose  about  them,  too.  From  somewhere  the  old  spirit 
rolled  up  that  there  was  hope,  but  that  whether  there  was  hope  or  not 
it  was  up  to  the  corps  to  back  its  own.  When  the  red  light  in  the 
west  died  out,  the  team  was  escorted  to  the  dressing-room  by  a  mob 
of  hoarse  adherents,  yelling: 

"Our  team,  by  thunder! 
Sure  is  a  wonder, 
Never  a  blunder, 
They  play  football! 
We  will  snow  under 
Navy,  by  thunder! 
This  is  the  Army  team!" 

The  team  took  it  all  half  incredulously.  They  dreamed  always  of 
the  game,  but  they  worked  harder  than  they  dreamed,  and  they  spent 
every  spare  minute  in  preparing  for  the  contest.  At  last  it  came.  The 
team,  with  its  coaches  and  rubbers,  rolled  away  on  the  down  train, 
taking  with  them  an  embarrassed  memory  of  crowds  of  girls  waving 
handkerchiefs  and  swarms  of  gray-coated  younsters  chanting: 

"Army  line!     Army  line! 
Hurrah  for  the  Army  line! 
The  Navy  has  not  got  a  ship 
Can  cross  the  Army  line." 

The  day  dawned  bright  and  cold  when  the  team  trotted  out  on  the 
field.  They  found  themselves  the  center  of  attraction  for  twenty-five 
thousand  people,  ranging  from  the  President  of  the  United  States 
down  to  the  least  of  the  water-carriers.  They  were  carrying  the  colors 
of  the  corps.  All  their  one-time  hesitancy  dropped  from  them.  They 
would  win  because  they  must.  The  cheering  died  away.  The  navy  was 
to  kick  off.  The  team  took  their  places.  The  ball  flew  fair  and  high 
from  the  middies'  charging-line. 

A  little  half-back  caught  the  kick.  Swiftly  around  him  came  the 
team,  running,  fiercely,  minding  the  caution  to  break  the  navy's  spirit 
at  the  start.  They  banged  the  hostile  ends  aside.  They  broke  on  the 
tackles.  The  little  half  was  down.  He  was  up  again.  But  they  were 
after  him  like  tigers.  With  the  instinct  of  a  wild  thing,  picking  the 
weakest,  he  sprang  at  him  through  the  air. 

The  ball  was  snapped.  The  team  sprang  forward.    Straight  through 


166  WERNER'S  READINGS  NO.  54 


the  formidable  navy  center  the  backs  plunged.  The  man  with  the  ball, 
bent  double,  shot  in  behind.  Two  arms  encircled  his  leg.  He  tore 
loose.  Numberless  hands  and  arms  clutched  him.  He  heard  the  cap- 
tain's voice,  "Come  on!  Keep  your  feet!"  He  was  coming.  He  stum- 
bled. His  foot  was  caught.  The  mass  about  him  tottered  and  fell.  The 
stands  shook  with  the  thunder  of  the  cheering.  Fifteen  yards  had  been 
torn  from  the  stone-wall  line.  The  coaches  crouched  trembling,  with 
parted  lips  and  flashing  eyes.  The  President  made  a  joke  to  the  Secre- 
tary of  War  at  the  expense  of  the  Secretary  of  the  Navy.  The  post 
girls  clasped  their  hands  and  prayed.  The  team  suddenly  awakened  to 
its  power.  It  was  fired  with  the  pride  of  the  bull-dog  that  tastes  first 
the  warm  blood  from  an  opponent's  throat.  The  middle  of  the  field 
was  passed — the  forty-five  yard  line — the  thirty-five — the  twenty-five. 
"Good  God!"  the  head  coach  sobbed,  "if  only  they  don't  fumble." 

The  captain  called  them  back.  The  tears  were  streaming  down  his 
face.  "You  must  get  it  over,"  he  whispered.  "It's  our  chance.  We 
have  'em  licked.  Oh,  men,  do  it,  do  it!  You  have  the  game  right  here. 
You  must." 

The  team  trotted  back.  An  ominous  quiet  hung  over  the  army  I 
stand.  On  the  navy  side  the  cheering  still  rose.  The  coaches  knelt  in 
silence.  The  team  looked  at  the  broad  white  line  beyond  which  the 
navy  crouched  with  undiminished  fierceness.  The  signal  rang  out. 
The  full-back  felt  a  rush  of  fear  to  his  heart.  If  he  fumbled — no,  he 
had  the  ball.  He  hit  the  line.  It  gave.  They  were  carrying  him  over. 
A  pair  of  arms  throttled  him  and  a  hand  tore  at  his  throat,  but  he  was 
going  on.  But  they  tripped  him,  they  held  him,  they  threw  him.  By 
a  last  desperate  effort  he  managed  to  fall  forward.  Then  the  pile 
crawled  off.  He  looked  down  fearfully.  He  had  made  the  touchdown. 
The  game  was  over.  The  score  stood  seventeen  to  five  in  the  team's 
favor. 

With  a  long  yell  of  triumph,  four  hundred  gray-coated  youngsters 
broke  across  the  field.  The  team  was  lifted  from  the  ground  on  the 
shoulders  of  the  ecstatic  corps.  Their  bodies  were  wrenched  and 
broken,  but  their  souls  were  great  within  them.  They  had  in  that  day 
become  a  tradition.  The  cables  were  already  burning  with  the  news 
to  the  country  and  the  Philippines  that  the  corps  had  been  called  on 
again,  and  that  they — the  team — had  responded. 

FOOTBALL  DAYS. 


THE  football  days  have  come  again,  the  gladdest  of  the  year; 
One  side  of  Willie's  nose  is  gone,  and  Tom  has  lost  an  ear; 
Heaped  on  the  field,  the  players  jab,  and  punch  and  claw  and  tear.! 
They  knock  the  breath  from  those  beneath  and  gouge  without  a  care; 
They  break  each  other's  arms  and  legs,  and  pull  joints  out  of  place, 
And  here  and  there  is  one  who  gets  his  teeth  kicked  from  his  face. 

The  Freshman  and  the  Sophomore,  besmeared  with  grime  and  mud, 
Go  gallantly  to  get  the  ball  and  quit  all  bathed  in  blood; 
The  Senior  knocks  the  Junior  down  and  kicks  him  in  the  chest, 
The  High  School  boy  is  carried  home  and  gently  laid  at  rest, 
While  here  and  there  a  crowded  stand  collapses  'neath  its  weight, 
And  forty  people  get  more  than  they  paid  for  at  the  gate. 


COMMENCEMENT  WEEK  167 

ALUMNUS  FOOTBALL. 


Grantland  Rice. 


BILL  JONES  had  been  the  shining  star  upon  his  college  team, 
His  tackling  was  ferocious  and  his  bucking  was  a  dream; 
When  husky  William  tucked  the  ball  beneath  his  brawny  arm 
They  had  a  special  man  to  ring  the  ambulance  alarm. 

Bill  had  the  speed — Bill  had  the  weight — the  nerve  to  never  yield; 
From  goal  to  goal  he  whizzed  along  while  fragments  strewed  the  field; 
And  there  had  been  a  standing  bet — which  no  one  tried  to  call- 
That  he  could  gain  his  distance  through  a  ten-foot  granite  wall. 

When  he  wound  up  his  college  course  each  student's  heart  was  sore; 
They  wept  to  think  that  Husky  Bill  would  buck  the  line  no  more; 
Net  so  with  William — in  his  dreams  he  saw  the  field  of  fame 
Where  he  would  buck  to  glory  in  the  swirl  of  life's  big  game. 

Sweet  are  the  dreams  of  campus  life — the  world  which  lies  beyond 
Gleams  ever  on  our  inmost  gaze  with  visions  fair  and  fond; 
We  see  our  fondest  hopes  achieved  and  on  with  striving  soul 
We  buck  the  line  and  run  the  ends  until  we  reach  the  goal. 

So,  with  his  sheepskin  tucked  beneath  his  brawny  arm  one  day, 
Bill  put  on  steam  and  dashed  into  the  thickest  of  the  fray; 
With  eyes  ablaze,  he  sprinted  where  the  laureled  highway  led — 
When  Bill  woke  up  his  scalp  hung  loose  and  knots  adorned  his  head. 

He  tried  to  run  the  ends  of  life — when  lo— with  vicious  toss 

A  bill-collector  tackled  him  and  threw  him  for  a  loss; 

And  when  he  switched  his  course  again  and  crashed  into  the  line, 

The  massive  guard  named  failure  did  a  two-step  on  his  spine. 

Bill  tried  to  punt  out  of  the  rut — but  ere  he  turned  the  trick 
Rick-tackle  competition  tumbled  through  and  blocked  the  kick; 
And  when  he  tackled  at  success  in  one  long  vicious  bound, 
The  full-back,  disappointment,  steered  his  features  in  the  ground. 

But  one  day  v/hen  across  the  field  of  fame  the  goal  seemed  dim, 
The  wise  old  coach,  experience,  came  up  and  said  to  him: 
"Old  boy,"  speke  he,  "the  main  point  now  before  you  win  your  bout 
Is  keep  on  bucking  failure  till  you've  worn  the  lobster  out. 

"Cut  out  this  work  around  the  ends — go  in  there,  low  and  hard — 
Just  put  your  eye  upon  the  goal  and  start  there,  yard  by  yard; 
And  more  than  all — when  you  are  thrown — or  tumbled  with  a  crack — 
Don't  lie  there  whining — hustle  up — and  keep  on  coming  back. 

"Keep  coming  back  for  all  they've  got  and  take  it  with  a  grin 
When  disappointment  trips  you  up  or  failure  barks  your  shin; 
Keep  coming  back — and  if  at  last  you  lose  the  game  of  right 
Let  those  who  whipped  you  know  at  least  they,  too,  have  had  a  fight. 

"You'll  find  the  bread-line  hard  to  buck  and  fame's  goal  far  away, 
But  hit  the  line  and  hit  it  hard  across  each  rushing  play; 
For  when  the  One  Great  Scorer  comes  to  write  against  your  name — 
He  marks — not  that  you  won  or  lost — but  how  you  played  the  game." 


168  WERNER'S  READINGS  NO.  54 

DA  GREATA  BASABALL. 


T.  A.   Daly. 


o 


H!  greata  game  ees  basaball 

For  yo'nga  'Merican. 
But,  O'  my  frand,  ees  not  at  all 
Da  theeng  for  Dagoman. 


O*  less'en,  pleass',  I  tal  to  you 

About  wan  game  we  play 
Wen  grass  ees  green,  an'  sky  ees  blue 

An'  eet  ees  holiday. 
Spagatti  say:  "We  taka  treep 

For  play  da  ball,  an'  see 
Wheech  side  ees  ween  da  champasheep 

For  Leetla  Eetaly." 
So  off  for  Polo  Groun'  we  go 

Weeth  basaball  an'  bat, 
An'  start  da  greata  game,  but,  O ! 

Eet  ees  no  feenish  yat! 
Spolatro  ees  da  boss  for  side 

Dat  wait  for  catch  da  ball; 
Spagatti  nine  ees  first  dat  tried 

For  knock    et  over  wall. 
And  so  Spagatti  com'  for  bat. 

Aha!  da  greata  man! 
Da  han's  he  got;  so  beeg,  so  fat, 

Ees  like  two  bonch  banan', 
Spolatro  peetch  da  ball,  an'  dere 

Spagatti's  bat  ees  sweeng, 
An'  queeck  da  ball  up  een  da  air 

Ees  fly  like  annytheeng. 
You  know  een  deesa  game  ees  man 

Dat's  call  da  "lafta-fiel'." 
Wal,  dees  wan  keep  peanutta-stan' 

An'  like  for  seettin'  steell. 
An'  dough  dees  ball  Spagatti  heet 

Ees  passa  by  hees  way, 
He  don'ta  care  a  leetla  beet 

Eef  eet  ees  gon'  all  day. 
Da  "centra-fielda  man" — you  know 

Dat's  nex'  to  heem — he  call: 
"Hi!  why  you  don'ta  jompa,  Joe, 

An'  run  an'  gat  da  ball?" 
But  Joe  he  justa  seetta  steell 

Teell  ball  ees  outa  sight. 
Dees  mak'  so  mad  da  centra-fiel' 

He  ees  baygeen  to  fight. 
Den  com'sa  nudder  man — you  see, 

I  don'ta  know  hees  name, 
Or  how  you  call  dees  man,  but  he 

Ees  beeg  man  een  da  game. 


COMMENCEMENT  WEEK  169 

He  ees  da  man  dat  mak'  da  rule 

For  play  da  gama  right, 
An'  so  he  go  for  dose  two  fool 

Out  een  da  fiel'  dat  fight. 
He  push  da  centra-fielda  'way — 

An'  soocha  names  he  call! — 
An'  den  he  grabba  Joe  an'  say: 

"Com',  run  an'  gat  da  ball." 
But  Jce  he  growl  an'  tal  heem:  "No, 

Ees  not  for  me  at  all. 
Spagatti  heet  da  ball,  an'  so 

Spagatti  gat  da  ball!" 

Oh!  greata  game  ees  basaball 

For  yo'nga  'Merican. 
But,  O'  my  frand,  ees  not  at  all 

Da  theeng  for  Dagoman. 


PLAY  BALL,  BILL! 


Charles  T.  Grilley. 


T 


WAS  at  a  baseball  game  one  day, 
Where  I  was  passing  an  hour  away, 
I  chanced  to  hear  some  wisdom  rare, 
The  last  thing  I  had  looked  for  there. 


'Twas  from  the  catcher,  a  wise  old  fox, 
Who  was  coaching  a  youngster  in  the  box 
Who  badly  needed  a  kindly  word 
And  these  are  the  ones  I  overheard: 

Get  'em  over  the  plate,  Bill,  play  ball  for  fair! 

Keep  your  feet  on  the  ground,  boy!     Don't  go  up  in  the  air! 

Many  a  race  has  been  landed,  when  it  looked  in  doubt, 

No  game  is  lost,  Bill,  till  the  last  man's  out. 

Could  Solomon  wise,  in  word  or  deed, 

Give  better  advice  to  a  friend  in  need? 

And  oftentimes  in  life's  great  game, 

When  trouble  and  worry  around  me  came, 

I  thought  of  the  catcher  and  once  more  heard 

The  voice  of  cheer  and  the  helpful  word, 

And  they  served  a  mission  and  smoothed  my  way, 

As  they  helped  his  pal  in  the  box  that  day. 

Get  'em  over  the  plate,  Bill,  play  ball  for  fair! 
Keep  your  feet  on  the  ground,  boy!    Don't  go  up  in  the  air! 
Many  a  race  has  been  landed,  when  it  looked  in  doubt. 
No  game  is  lost,  Bill,,  till  the  last  man's  out. 


170  WERNER'S  READINGS  NO.  54 

BASEBALL. 


Hashimura  Togo. 


(I*tter  from  a  Japanese  Schoolboy.) 


IN  Spring  young  American  mind  naturally  turn  to  sport  of  base- 
balling.  Japanese  boy  have  found  out  how-do  to  get  there  to  place 
where  them  National  Sport  is  done.  Walk  some  distance  to  sub- 
urbs of  trolley  when,  all  of  a  suddenly,  you  will  notice  a  sound.  It  is 
a  very  congregational  lynch-law  sound  of  numberous  voices  doing  it  all 
at  once.     Silence  punctuates  this.     Then  more  of. 

"Why,  all  this  yell  about,  unless  of  mania?"  I  require  to  know  from 
Hon.  Police. 

"San  Francisco  is  in  it  and  Oakland  is  outside  of  it,"  say  Hon. 
Police  with  moustache.  "San  Francisco  have  made  bat-hit  and  three 
gentlemans  have  arrive  home." 

"So  happy  to  welcome  travelers!"  I  decry.  "Have  them  gentle- 
mans been  long  absent  for  such  publick  banzai?" 

"All  over  bean-farm,"  says  Hon.  Police.  "They  was  all  on  bags," 
he-say,  "and  two  mans  had  died  on  first  basso " 

"I  shall  enjoy  mourning  for  them  heroes,"  I  retort. 

" then  Hon.  Murphy  acquire  one  base  by  high  finance." 

"How-so  he  possess  this  base?"  is  next  question  for  me. 

"He  steal  it,"  say  Hon.  Police  with  cigar. 

I  admire  talents  of  that  Hon.  Murphy  who  can  steal  things  while 
all  publick  make  shout  of  applaud.  With  practice  he  would  become 
very  delicious  senator. 

More  loud  yell  of  shouts  is  heard.  I  am  an  enthusiasm.  What 
fierce  harakari  of  patriotism  was  going  on  to  make  them  Americans 
so  loud?  Such  sound  of  hates!  Port  Arthur  was  took  with  less  noise 
than  that.  Therefore  I  must  see  about  it.  I  go  to  fence  where  ticket- 
hole  demand  50c.  of  price  to  see  it. 

"Why  must  Japanese  Boy  pay  such  price?"  I  renig. 

"Because-so,"  say  Ticketer,  "Baseballing  is  National  Sport.  There- 
fore each  patriot  must  pay  them  50c.  for  Campaign  Fund  to  Hon. 
Cortelyou." 

A  amit  myself  to  gate. 

In  seats  around  gallery  all-America  persons  is  setted  in  state  of 
very  hoarse  condition.  Downstairs  on  ground  is  10  to  11  Baseballers 
engaged  in  doing  so.  I  am  scientifick  about  this  Game  which  is  fin- 
ished by  following  rules:  One  strong-arm  gentleman  called  a  Pitch  is 
hired  to  throw.  Another  gentleman  called  a  Stop  is  responsible  for* 
whatever  that  Hon.  Pitch  throw  to  him,  so  he  protect  himself  from 
wounding  by  sofa-pillows  which  he  wear  on  his  hands.  Another  gen- 
tleman called  a  Striker  stand  in  front  of  that  Stop  and  hold  up  club 
to  fright  off  that  Hon.  Pitch  from  angry  rage  of  throwing  things.  But 
it  is  useless.  Hon.  Pitch  in  hand  holds  one  baseball  of  an  unripe 
condition  of  hardness.  He  raise  that  arm  lofty — then  twist — O  sudden!! 
He  shoot  them  bullet-ball  straight  to  breast  of  Hon.  Stop.  Hon, 
Striker  swing  club  for  vain  effort.  It  is  a  miss  and  them  deathly  ball 
shoot  Hon.  Stop  in  gloves.  "Struck  once!"  decry  Hon.  Umperor,  a 
person  who  is  there  to  gossip  about  it  in  loud  voice. 


COMMENCEMENT  WEEK  171 

"Why  do  Hon.  Umperor  demand  Hon.  Striker  to  struck  when  he 
have  already  did  so?"  I  demand  to  know  from  one  large  German  intel- 
ligence what  set  next  by  me. 

"He  is  fanning  himself  outside,"  make  that  courteous  foreigner  for 
reply,  so  I  prefer  to  understand. 

Once  more-time  that  Hon.  Pitch  prepare  to  enjoy  some  deathly 
agony.  He  hold  that  ball  outside  of  twisted  forearm,  turn  T/2  beside 
himself,  throw  elbows  away,  give  whirling  salute  of  head,  caress  ankle 
with  calf  of  leg,  then  up-air — quickly,  shoot!!  Ball  journey  to  Hon. 
Stop  with  whizz,  but  before  arriving  there  Hon.  Striker  see  it  with1 
club.  There  is  considerable  knock-sound  as  club  collided  to  ball  which 
stops  continuing  in  that  direction  and  bounds  ugly  to  air.  Great  ex- 
citement for  all  America!  All  spectacles  in  grandstand  decry,  "O  make 
sliding,  Hon.  Sir!"  and  many  voices  is  seriously  spoiled  as  Hon.  Striker 
run  with  rapid  heels  from  each  base  to  next  and  all  other  Baseballers 
present  endeavor  to  pull  down  that  ball  which  is  still  in  very  high  sky. 
But  soonly  that  ball  return  down  and  is  bounded  into  hands  of  second 
basso  sportsman  who  shoots  it  to  Hon.  Stop  just  as  Hon.  Striker  is 
sliding  to  fourth  base  by  the  seat  of  his  stummick. 

"Out!"  decry  Hon.  Umperor,  so  Hon.  Striker  go  set  himself  on 
back  bench,  which  is  deserving  place  for  all  heroes.  So  many  Strikers 
is  brought  up  to  do  them  clubbing  acts  during  game  that  it  become 
a  monotony  to  Japanese  Boy  in  a  very  soon  time.  But  not  so  it  was 
to  Americans  who  was  fuller  of  Indiana  of  yells.  Occasionally  that 
large  German  intelligence  what  set  next  to  me  would  say  with  voice, 
"Kill  that  Umperor!" 

"Why  should  Hon.  Umperor  be  executed?"  I  require  for  answer. 

"I  am  not  sure  why-is,"  extort  that  German.  "But  it  is  courteous 
to  demand  his  death  occasionally." 

"Is  this  Umperor  such  a  sinful  citizen?"  I  make  note;  but  that 
Hon.  German  did  not  response  because  he  was  drownding  his  voice 
from  one  bottle  of  pop-soda  for  value  of  5c. 

I  wait  for  very  large  hour  to  see  death  to  this  Hon.  Umperor,  but 
it  did  not  occur  as  I  seen.    Too  bad!    I  had  very  good  seat  to  see  from. 

Baseballing  is  healthy  game  for  Americans.  It  permits  them  to 
enjoy  sunstroke  in  middle  of  patriotick  sounds,  it  teach  them  a  entirely 
courageous  vocabulary  and  put  10,000,000,000,000  peanuts  in  circulation 
by  each  annual  year.  Japan  must  learn  to  do  it.  If  all  Japanese  wishing 
to  become  heroes  should  go  set  in  bleachers  each  afternoon  time  it 
might  change  them  from  Yellow  Peril  to  yelling  section  in  short 
generation. 

But  warfare  is  a  more  agreeable  way. 


BASEBALL  NEVER  OUT  OF  DATE. 
S.  E.  Kiser. 
Every  year  or  two  they  tell  us  that  baseball  is  out  of  date; 
But  each  spring  it's  back  in  fashion,  when  they  line  up  at  the  plate; 
When  the  good  old,  glad  old  feeling  comes  again  to  file  its  claim, 
When  a  man  can  turn  from  trouble  and  go  out  to  see  the  game. 
Come,  let's  sneak  away,  pretending  duty  summons  us  somewhere, 
For  out  there  is  happy  freedom  from  men's  worries  and  their  care. 
Why  consider  age's  wrinkles  or  remember  old  mistakes, 
When  we  may  be  gloa'ting  over  the  fine  plays  the  home-team  makes? 


172  WERNER'S  READINGS  NO.  54 

BOAT  RACE. 


Thomas  Hughes. 


(From  "Tom  Brown  at  Oxford.") 


THE  crew  had  just  finished  dinner.  Hark!  the  first  gun!  The  St. 
Ambrose  crew  fingered  their  oars,  put  a  last  dash  of  grease  on 
their  rowlocks,  and  settled  their  feet  against  the  stretchers. 
"Shall  we  push  her  off?"  asked  "bow."  "No,  I  can  give  you  another 
minute,"  said  the  coxswain,  who  was  sitting,  watch  in  hand,  in  the 
stern;  "only  be  smart  when  I  give  the  word.  Eight  seconds  more  only. 
Look  out  for  the  flash.    Remember,  all  eyes  in  the  boat." 

There  it  comes,  at  last — the  flash  of  the  starting  gun.  Long  before 
the  sound  of  the  report  can  roll  up  the  river  the  whole  pent-up  life 
and  energy  which  has  been  held  in  leash,  as  it  were,  for  the  last  six 
minutes  is  let  loose,  and  breaks  away  with  a  bound  and  a  dash  which 
he  who  has  felt  it  will  remember  for  his  life,  but  the  like  of  which  will 
he  ever  feel  again?  The  starting  ropes  drop  from  the  coxswain's 
hands,  the  oars  flash  into  the  water,  and  gleam  on  the  feather,  the  spray 
flies  from  them  and  the  boats  leap  forward. 

The  crowds  on  the  bank  scatter  and  rush  along,  each  keeping  as 
near  as  it  may  be  to  its  own  boat.  Some  of  the  men  on  the  towing 
path,  some  on  the  very  edge  of,  often  in,  the  water — some  slightly  in 
advance,  as  if  they  could  help  to  drag  their  boat  forward — some  behind, 
where  they  can  see  the  pulling  better — but  all  at  full  speed,  in  wild 
excitement,  and  shouting  at  the  top  of  their  voices  to  those  to  whom 
the  honor  of  the  college  is  laid.  "Well  pulled,  all!"  "Pick  her  up 
there,  five!"  "You're  gaining,  every  stroke!"  "Time  in  the  bows!" 
"Bravo,  St.  Ambrose!"  On  they  rushed  by  the  side  of  the  boats, 
jostling  one  another,  stumbling,  struggling,  and  panting  along. 

For  the  first  ten  strokes  Tom  Brown  was  in  too  great  fear  of( 
making  a  mistake  to  feel  or  hear  or  see.  His  whole  soul  was  glued 
to  the  back  of  the  man  before  him,  his  one  thought  to  keep  time,  and 
get  his  strength  into  the  stroke.  But  as  the  crew  settled  down  into 
the  well-known  long  sweep,  consciousness  returned.  While  every 
muscle  in  his  body  was  straining,  and  his  chest  heaved,  and  his  heart 
leaped,  every  nerve  seemed  to  be  gathering  new  life  and  his  senses  to 
wake  into  unwonted  acuteness.  He  caught  the  scent  of  the  wild  thyme 
in  the  air,  and  found  room  in  his  brain  to  wonder  how  it  could  have  got 
there,  as  he  had  never  seen  the  plant  near  the  river  or  smelt  it  before. 
Though  his  eye  never  wandered  from  the  back  of  the  man  in  front  of 
him,  he  seemed  to  see  all  things  at  once;  and  amid  the  babel  of  voices, 
and  the  dash  and  pulse  of  the  stroke,  and  the  laboring  of  his  owrf 
breathing  he  heard  a  voice  coming  to  him  again  and  again,  and  clear 
as  if  there  had  been  no  other  sound  in  the  air:  "Steady,  two!  steady! 
well  pulled!  steady,  steady!" 

The  voice  seemed  to  give  him  strength  and  keep  him  to  his  work. 
And  what  work  it  was!  He  had  had  many  a  hard  pull  in  the  last  six 
weeks,  but  never  aught  like  this.  But  it  can't  last  forever;  men's 
muscles  are  not  steel,  or  their  lungs  bull's  hide,  and  hearts  can't  go  on 
pumping  a  hundred  miles  an  hour  long  without  bursting.  The  St. 
Ambrose's  boat  is  well  away  from  the  boat  behind.    There  is  a  great 


COMMENCEMENT  WEEK  173 

gap  between  the  accompanying  crowds.  And  new,  as  they  near  the 
Gut,  she  hangs  for  a  moment  or  two  in  hand,  though  the  roar  from 
the  banks  grows  louder  and  louder,  and  Tom  is  already  aware  that  the 
St.  Ambrose  crowd  is  melting  into  the  one  ahead  of  them. 

"We  must  be  close  to  Exeter!"  The  thought  flashes  into  him  and 
into  the  rest  of  the  crew  at  the  same  moment.  For,  all  at  once,  the 
strain  seems  taken  off  their  arms  again.  There  is  no  more  drag.  She 
springs  to  the  stroke  as  she  did  at  the  start;  and  the  coxswain's  face, 
which  had  darkened  for  a  few  seconds,  lightens  up  again.  "You're 
gaining!  you're  gaining!"  now  and  then  he  mutters  to  the  captain,  who 
responds  with  a  look,  keeping  his  breath  for  other  matters.  Isn't  he 
grand,  the  captain,  as  he  comes  forward  like  lightning,  stroke  after 
stroke,  his  back  flat,  his  teeth  set,  his  whole  frame  working  from  the 
hips  with  the  steadiness  of  a  machine?  As  the  space  still  narrows, 
the  eyes  of  the  fiery  little  coxswain  flash  with  excitement. 

The  two  crowds  are  mingled  now,  and  no  mistake;  and  the  shouts 
come  all  in  a  heap  over  the  water.  "Now,  St.  Ambrose,  six  strokes 
more!"  "Now,  Exeter,  you're  gaining;  pick  her  up!"  "Mind  the  Gut, 
Exeter!"  "Bravo,  St.  Ambrose!"  The  water  rushes  by,  still  eddying 
from  the  strokes  of  the  boat  ahead.  Tom  fancies  now  he  can  hear  the 
voice  of  their  coxswain.  In  another  moment  both  boats  are  in  the 
Gut,  and  a  storm  of  shouts  reaches  them  from  the  crowd.  "Well 
steered,  well  steered,  St.  Ambrose!"  is  the  cry.  Then  the  coxswain, 
motionless  as  a  statue  till  now,  lifts  his  right  hand  and  whirls  the  tassel 
round  his  head:  "Give  it  her  now,  boys;  six  strokes  and  we  are  into 
them!" 

And  while  a  mighty  sound  of  shouts,  murmurs,  and  music  went  up 
into  the  evening  sky,  the  coxswain  shook  the  tiller  ropes  again,  the 
captain  shouted,  "Now,  then,  pick  her  up!"  and  the  St.  Ambrose  boat 
shot  up  between  the  swarming  banks  at  racing  pace  to  her  landing- 
place,  the  lion  of  the  evening. 


LOVE   AND  TRAGEDY   DOWN    BY  THE   RIVERSIDE. 


A  MAN  and  a  maid  went  a-rowing,  all  on  a  fine  summer  day; 
The  man  made  love  to  the  maiden,  while  the  oars  floated  softly 
away; 
And  then  they  were  left  on  the  water,  watery  tears  filled  their  little 

canoe; 
For  they  both  started  to  boo-hoo,  down  by  the  river  side. 

He  sighed  and  she  sighed, 
And  then  they  sighed  side  by  side, 
Down  by  the  river  side. 
At  Yale  we  have  co-education,  the  girls  toy  with  Latin  and  Greek; 
And  you  should  just  see  them  flunk  badly,  at  least  four  days  in  the 

week; 
We  sit  by  their  side  in  the  class  room,  clasping  their  hands  in  our  own; 
Over  this  state  we  now  moan,  groan,  down  by  the  river  side. 

We  grind,  and  they  grind, 
And  they're  the  real  long-haired  grinds, 
Down  by  the  river  side. 


174  WERNER'S  READINGS  NO.  54 

PSYCHO-PHYSICAL  EDUCATION. 


School  Comedy  in  Three  Acts  for  3m.  2f. 

Time    of    Presentation:    20    minutes. 


Characters:     Miss  S.,  Teacher  of  Physical  Training 
Professor 
Baptist  Minister 
Methodist  Minister 
Wife  of  Episcopal  Minister 

Act  I. — School  Dining-Room. 

Professor.  [Seated  next  new  Director  of  Gymnastics,  wishing 
to  be  social  and  yet  not  frivolous  in  Boston  eyes.]  Miss  S.,  what 
do  you  think  of  the  late  Congress? 

Miss  S.  [Benignly.]  Sir!  there  can  be  but  one  opinion  of  the 
late  Congress.  Its  members  wofully  lack  physical  culture.  Physi- 
cal culture,  sir,  would  develop  co-ordination  and  power  of  atten- 
tion in  those  idiots,  sir,  thereby  promoting  brain-cells — even  in 
those  skulls. 

Prof.  Ahem,  hem  ! — And — what — ah — do  you  think — er-r-r — - 
of  Ex-President  Taft? 

Miss  S.  Undoubtedly  much  could  be  done  for  him  through 
regular  daily  exercise.  That  surplus  accretion  of  adipose  tissue 
might  be  reduced- — muscular  tissue  in  a  high  degree  developed — 

Prof.  You  relieve  my  mind  greatly.  [Thoughtfully  chews 
bean;  deprecatingly  ejects  its  skin.  Three  and  a  half  minuted 
later. .]     Are  you  fond  of  music,  Miss  S.? 

Miss  S.  As  a  promoter  of  bodily  health — I  am,  sir.  Singing 
— not  to  excess — develops  the  vocal  cords;  but  to  excess,  it  en- 
larges them  at  the  expense  of  the  heel  cords.  We  believe  in  sym- 
metry and  harmonious  development. 

Prof.     [Coughs — recovers.]     Do  you  favor  piano  practice? 

Miss  S.  Certainly.  But  a  man  should  also  learn  to  play  with 
his  toes  as  well  as  his  fingers;  otherwise  the  muscles  of  the  fore- 
arm become  too  large  in  proportion  to  the  calf  of  the  leg — vul- 
garly speaking.  I  presume  you  would  not  understand  the  techni- 
cal terms. 

Prof.     [After  long  pause.']     Are  you  interested  in  art? 

Miss  S.  [Balancing  bean  on  fork  held  in  mid-air.]  Art?  Yes, 
the  highest  of  all  arts, — the  art  of  cultivating  co-ordination,  at- 
tention, assimilation  and  nutrition  in  the  human  being.     What  is 


COMMENCEMENT  WEEK  175 

chiseling  cold,  inanimate  marble  to  be  compared  with  molding  hu- 
man clay,  animated  by  the  divine  afflatus? 

Prof.     Painting? 

Miss  S.  Bah !  That  man  who  gives  himself  up  to  an  idle 
wielding  of  the  brush  is  a   fungus 'upon  society,  sir! 

Act.  II. — School  Reception-Room. 

Baptist  Minister.  I'm  very  happy  to  meet  you,  Miss  S.  You 
are 

Miss  S.  [Interrupting.']  From  Boston?  Yes.  Director  of 
Gymnastics  in  this  institution. 

B.  M  I  called  to  bid  you  welcome  among  us,  and  to  invite 
you  to  our  church;  and  I  would  like  to  inquire,  if  I  may,  whether 
you  are  a  Christian  or  not? 

Miss  S.     [Sternly.]     Evidently,  sir,  you  do  not  know  that  I 

am  a  graduate  of  the  Gymnasium  of  Boston.     Do  you  for 

an  instant  dream  that  one  could  pass  through  that  school  and 
not  come  out  a  developed  Christian,  sir !  You  betray  a  most 
alarming  ignorance.  By  the  way,  I  perceive  that  your  chest  is 
hollow — you  have  scoliosis,  also !  Please  allow  me  to  take  your 
measurements  and  I  will  prove  it  to  you. 

B.  M.     [Stepping  back.]  Really,  I 

Miss  S.  [Following.]  But  you  should  by  all  means  go  through 
a  course  of  physical  training.  Your  congregation,  I  notice,  lack 
the  power  of  attention  and  concentration.  Physical  training  would 
benefit  your  people,  sir,  and  save  souls. 

B,  M.  Good  morning — Good  morning — Madam!  I  have  a 
funeral  to  attend — Pleasure  before  duty  is  my  motto.  Adieu, 
adieu !     [Exit.] 

[Enter  Methodist  Minister.] 

Methodist  Minister.  [Brusquely  and  merrily.]  How  d'ye 
do?  How  d'ye  do?  I  called,  my  dear  young  lady,  to  inquire  if 
you  are  a  Methodist? 

Miss  S.  [Focussing  both  eyes  through  left  lens  of  glasses,  and 
contemplating  Methodist  Minister  as  if  he  were  a  microbe.] 
I  am  a  teacher  of  physical  training!    I  am  not  only  a  graduate  of 

the  Gymnasium,  but  I  have  also  gone  through  a  course  in 

the  Delsarte  System  of  Expression!.  Do  you  detect  any  resem- 
blance to  a  Methodist  in  my  mien?  If  so,  I  desire  to  return  at 
once  and  take  another  course. 

M.  M.     No  offense!     I  only  meant 

Miss  S.    Hold !    Your  left  ear  is  smaller  than  its  mate.    Mas- 


176  WERNER'S  READINGS  NO.  54 

sage,  followed  by  a  course  in  Swedish  gymnastics,  will  entirely 
cure  that  defect.     [Places  one  hand  firmly  on  offending  ear.] 

M.  M.  Yes,  yes,  no  doubt !  But  I  am  very  busy  just  now.  It's 
time  to  open  a  meeting.     Good-by.     [Exit.] 

[Wife  of  Episcopal  Minister  enters.  Is  introduced  to  Miss 
S.,  who  makes  parabola  of  right  arm,  and  visitor  {short  person) 
jumps  up  and  catches  pendant  hand.     They  shake.] 

Wife  of  Episcopal  Minister.     Very  happy ! 

Miss  S.    Very  happy. 

W.  of  E.  M.  A  stranger  in  a  strange  place  is  a  sad  and  lonely 
being.     I  came  to  bid  you  welcome,  and  bring  you  kindly  cheer. 

Miss  S.  [Bows  profoundly.]  Thank  you!  Pardon  me!  As 
teacher  of  gymnastics,  I  abound  in  surplus  energy.  I  cannot  re- 
main in  a  state  of  inertia.  Please  accompany  me  to  the  gym- 
nasium; there  I'll  entertain  you. 

Act  III. — School  Gymnasium. 

[All  characters  on  stage  in  various  parts.  Miss  S.  skips  nimbly 
up  and  dozvn  oblique  and  vertical,  leaps,  vaidts,  turns  somersaults 
and  handsprings,  spins  round  and  round  on  one  toe,  one  elbow, 
and  finally  one  ear.  Stands  glowing  and  sparkling.] 

Miss  S.  There,  Madam !  In  a  short  time,  by  private  lessons 
every  day  in  the  week,  I  can  put  you  into  a  condition  to  do  all 
that  you  have  just  witnessed. 

W.  of  E.  M.  [Shrinking  visibly.]  And  shall  I  be  obliged  to 
go  through  all  those  contortions? 

Miss  S.  Not  against  your  will !  You  will  desire  to  do  them. 
Such  a  glow !  Such  bounding  energy  as  you  will  feel !  It  will 
be  your  constant  ambition  to  engage  in  progressive  exercises. 

W.  of  E.  M.  But  I  have  my  family  to  care  for,  and  on  Sundays 
I  must  go  to  church.  I  am  a  teacher  in  the  Sunday  School.  What 
if  I  should  be  taken  there  with  them ! 

Miss  S.  Your  very  first  duty  is  to  devote  yourself  to  the  at- 
tainment of  a  healthy  body,  that  your  children  may  inherit  a  fine 
constitution.     Now  I  will 

W.  of  E.  M.  [Timidly.]  Perhaps  I  had  better  consult  my 
husband.  Yes,  I  think  I  will  speak  to  him  before  I  decide.  Good- 
by.     [Makes  hasty  exit.] 

Miss  S.  [Shouts.]  Left  about — march!  Double  quick— 
march!     [Skips  airily  off  stage.] 

[curtain.] 


COMMENCEMENT  WEEK  \77 

BUDDING  INTO  "HIGHER"  WOMANHOOD. 


School  or  College  Comedy  for  Any  Number. 


Time    of    Presentation:    1    hour. 


Characters  :      President  of  College 
Faculty  of  College 
Principal,  or  Preceptress 
Sweet  Girl  Graduates 

Costumes  :  President  and  Faculty,  simple,  dignified,  well-made  costumes. 
Principal  or  Preceptress,  in  black  satin,  plain,  no  train,  diamond 
pin,  gold-bowed  spectacles,  hair  sprinkled  with  powder  enough  to 
give  dignity  and  "presence."  Sweet  Girl  Graduates  wear  white 
mortar-board  caps  and  rose  pink  college  gowns  made  in  Mother 
Hubbard  fashion  of  cambric  or  cheese-cloth,  slipped  over  white 
dresses  and  reaching  down  to  a  little  above  the  knees.  During 
Scene   II.  they  change  to  evening  dress. 

Impersonations  :  President  and  Faculty  may  be  either  men  or  women, 
who  should  be  of  dignified  type.  They  are  grouped  at  back  of 
platform.  Principal  or  Preceptress  is  severe  looking  person, 
dignified  and  lofty  in  manner.  Sweet  Girl  Graduates  should 
impersonate  various  types  found  in  schools  and  colleges. 

Note:  As  Principal  or  Preceptress  finishes  speeches  of  sympathetic 
ambition,  she  hands  to  Graduates  diplomas,  simulated  by  rolls 
of  white  pasteboard,  tied  with  pink  ribbons.  Natural  gush  of 
Graduates,  and  didactics  of  Principal  or  Preceptress  must  not 
be  allowed  to  degenerate  into  rodomontade,  but  many  bright 
local  hits  and  personalities  may  be  introduced. 

Scene  I. — School  Chapel. 

PRECEPTRESS.    My  Dear  Young  Ladies :    It  is  to  be  hoped 
that  you  will  now  let  the  world  hear  from  you.     You  have 

spent   four  years  at  College,   studying,   among  other 

things,  higher  womanhood.  The  world  is  before  you,  and  the  door 
open  for  your  entrance.  Do  not  sit  idly  down,  nor,  indifferent 
to  glory,  content  yourself  with  any  narrow  sphere.  To-day  is  the 
brightest  and  most  hopeful  that  ever  dawned  for  our  sex.  What 
can  you  do  to  assist  in  the  onward  march  of  progress  ?  What  will 
you  do?  As  you  come  forward,  tell  me,  please,  what  hopes,  what 
aspirations,  what  plans  animate  you ;  and  receive  my  cordial 
sympathy,  my  hearty  "God  speed"  as  you  have  ever  had  my  ten- 
derest  care. 

Graduate  1.  [Advancing  for  diploma,  which  she  receives; 
then  recites  in  clear,  strong  voice,  buoyant  ivith  hope  and  expecta- 
tion.}    I  will  write  for  "The  New    Woman;"    not  such   trivial 


178  WERNER'S  READINGS  NO.  54 

things  as  masculine  editors  huddle  together  in  hodgepodge  and 
crown  with  the  triumphal  inscription,  "Woman's  Page";  not  the 
weak  novels  of  [naming  some  author]  character;  not  dissertations 
on  lace-making  and  dish-washing ;  but,  taking  my  cue  from  [again 
naming  authors] ,  I  will  write  for  a  higher  nobility  of  womanhood, 
higher  education,  and  all  that  uplifts  the  sex — that  my  maturer 
years  need  not  blush  for  what  my  youthful  enthusiasm  immortal- 
ized in  print ! 

Pre.  [Proudly.']  Well  spoken!  "Do  noble  things,  not  dream 
them,"  in  your  chosen  work.     Next. 

Graduate  2.  I  will  paint;  not  with  drug-store  cosmetic,  to 
make  myself  beautiful  for  ball  and  reception;  but,  with  glowing 
colors  and  on  real  canvas,  I  will  make  pictures  of  the  New  Woman 
that  shall  live  when  I  do  not.  Art  shall  be  my  loving  mistress, 
I  her  devotee. 

Pre.    Good! 

"In  framing  an  artist,  art  hath  thus  decreed, 
To  make  some  good,  but  others  to  exceed." 

Do  you  be  one  of  the  "others." 

Graduate  3.  For  me  "Music  hath  charms,"  and  I  will  sing  for, 
of,  about,  and  to  the  New  Woman  in  all  her  glory,  not  in  some 
obscure  corner,  but  from  world's  end  to  world's  end,  and  always 
something  that  shall  ennoble  and  uplift ;  that  shall  make  men  weep 
for  their  wickedness  and  incite  women  to  holier  living! 


Pre.    'Tis  well !    May  I  live  to  hear  said  of  you : 


& 


"Her  voice  changed  like  a  bird's; 
There  grew  more  of  the  music,  and  less  of  the  words." 

Graduate  4.  I  would  put  life  into  marble;  chisel  the  feminine 
form  divine;  and  by  correct  measurements  help  do  away  with 
fashion's  follies  of  small  feet  (with  corns  and  bunions!)  and  a 
wasp-like  waist  which  is  neither  comfortable  nor  beautiful.  Let 
me  be  a  sculptor  whose  field  is  the  world,  whose  perfect  model  is 
the  New  Woman ! 

Pre.    And  again  I  say,  Good ! 

"A  sculptor  wields 
The  chisel,  and  the  stricken  marble  grows 
To  beauty." 

Graduate  5.    I  will  be  a  "designing  woman,"  not,  indeed,  in 


COMMENCEMENT  WEEK  179 

the  ordinary  sense,  but  to  create  new  beauties  for  the  New  Woman 
in  the  sacred  precincts  of  her  home,  spreading  my  work  upon  her 
floors,  ceilings,  walls ;  embellishing  her  furniture,  clothing,  table- 
ware, with  the  products  of  my  free  fancy  and  deft  fingers,  warring 
ever  against  the  hideous  conceits  that  often  pass  for  "decorations," 
but  which  like  charity  "cover  a  multitude  of  sins." 

Pre.  And  you  will  do  well.  Taste  must  be  trained  and  who  so 
able  as  a  "sweet  girl  graduate"  from  dear  old ? 

"A  thing  of  beauty  is  a  joy  forever; 

Its  loveliness  increases;   it  will  never 

Pass   into  nothingness,  but  will  still  keep 

A  bower  quiet  for  us,  and  a  sleep 

Full  of  sweet  dreams,  and  health,  and  quiet  breathing." 

Graduate  6.  To  the  hospital  I  would  go,  to  learn  trained  nurs- 
ing, that  I  may  bring  the  New  Woman  back  from  the  gates  of 
sickness,  perchance  of  death,  to  the  realms  of  health  and  strength 
— that  she  may  not  only  compete  with  but  outstrip  the  Old  Man ! 

Pre.  I  feel  sure  that  your  ambitions  are  all  right,  even  if  that 
last  phrase  has  a  slangy  odor,  unlike 's  vestal  virgins. 

"Nor  love,  nor  honor,   wealth  nor  power, 
Can   give   the   heart   a   cheerful   hour 
When  health  is  lost." 

Graduate  7.  And  I  shall  find  my  life-work  on  the  stage,  before 
the  adoring  crowds  who  flock  to  see  me  personate  the  New  Wo- 
man at  her  level  best.  No  third-rate  theater  nor  play  shall  my 
services  secure,  but  only  the  highest  of  them  all  will  I  honor  with 
my  proud  presence,  for  which  I  will  accept  the  beggarly  stipend 
of  $500  a  week,  with  a  raise  at  the  end  of  each  month! 

Pre.     Remember,  then,  that 

"Tragic  actors  should  be  nursed  on  the  lap 

of    queens." 

And  do  not  trail  your  banner  in  the  dust  of  the  common  theater 
nor  in  a  common  role. 

Graduate  8.  [With  evident  embarrassment,  but  decision.} 
I've  promised  Jack  to  apply  all  my  higher  learning  to  making  him 
happy  in  marriage.  I'm  not  even  going  to  wait  for  my  trousseau, 
but  [rapidly  and  with  rising  enthusiasm]  shall  put  all  the  money 
that  would  be  spent  on  a  wedding-party  and  trip,  into  our  cozy 
little  home.  He's  waited  now  two  years — longer  than  most  men 
would ! 


180  WERNER'S  READINGS  NO.  54 

Pre.  [Wiping  azvay  tear.]  And  my  blessing  go  with  you,  little 
one !  As  wife  and  mother  you  will  find  the  happiness  that  the 
others  will  in  their  varied  walks  toward  the  temple  of  fame.  [Lift- 
ing hands  and  eyes.']    And  now: 

"Look  down,  you  gods! 
And  on  this  couple  drop  a  blessed  crown!" 

[More  Graduates  may  speak  if  parts  be  added.] 
[curtain.] 

Scene  II. — Alumnae  Banquet. 

[At  home  of  Graduate  8.  All  seated  at  table,  which  gives  evi- 
dence of  feast  having  been  spread  and  eaten.  Guests  and  hostess 
chatting  freely  as  they  sip  coffee,  crack  a  nut  now  and  then,  eat  a 
bon-bon  or  bit  of  cake.] 

Hostess.  It  doesn't  seem  ten  years  since  we  left  college,  does 
it,  girls? 

Singer.  Nope !  It's  just  like  yesterday  that  we  all  started  out 
to  achieve  fame  and  fortune,  or  have  them  thrust  upon  us;  and 
here  we  are,  at  the  end  of  ten  years,  every  blessed  one  of  us  mar- 
ried or  going  to  be,  and  glad  of  it !    How  odd  it  is  ! ! 

Hostess.  No,  not  odd.  That's  just  as  it  should  be.  I  only 
regret  that  our  dear  old  Preceptress  is  not  here  to  witness  our 
peaceful  triumphs. 

Sculptor.    I  thought  you  did  expect  her. 

Hostess.  I  did;  but  last  night  Jack  brought  a  wire  reading: 
"Detained.  Regrets.  Glad  of  it.  Will  explain."  I  know  that  she 
meant  to  come.  [Ring,  at  outer  door.  Servant  enters  with  card 
on  tray,  which  is  handed  to  Hostess.]  Here  she  is  now !  Show 
her  right  up,  Bridget.  [Servant  leaves,  soon  returning  with  Pre- 
ceptress in  gray  traveling  costume,  carrying  big  bunch  of  bride- 
roses.  Hostess  rises  and  flings  arms  around  her  and  kisses  her, 
all  guests  taking  turns  at  same  interesting  performance.]  I  had 
given  you  up !  We  were  so  disappointed !  What  did  your  tele- 
gram mean?  [Taking  hat,  veil,  gloves,  wrap,  etc.,  which  she 
passes  to  servant,  who  meantime  has  drawn  up  chair  and  arranged 
place  at  table  for  new  guest,  and  zvho  now  disappears  with  travel- 
ing gear,  and  returns  with  dish  of  soup — this  may  be  hot  zvater, 
but  must  steam — on  tray  ivhich  she  places  before  her  and  then 
stands  near  her  mistress  for  further  orders.'] 


COMMENCEMENT  WEEK  181 

Pre.  I'll  tell  you — it's  a  long  story;  but  let  me  first  hear  from 
each  of  you  while  I  eat,  for  I'm  nearly  famished.  I  see  you're  all 
here,  and  know  that  each  has  accomplished  something  for  her  sex, 
and  so  for  mankind.  Tell  me  all  about  it,  please.  [Devoting  her 
main  attention  to  viands  placed  before  her,  at  brief  intervals.] 

Hostess.  I  have  little  to  tell,  of  course,  for  I  married,  as  you 
know,  at  once  after  graduating  and  have  lived  at  home  with  hus- 
band and  babies,  not  even  being  conspicuous  in  church  work  as 
so  many  domestic  women  are.  But  some  of  the  girls  have  wrested 
success  from  fortune's  closed  hands,  and  to  them  we  will  listen. 
Let  us  hear  from  our  author. 

Author.  [Stands.]  I  have  been  called  "popular;"'  if  sales  are 
evidence,  I  am.  I  do  not  actually  have  to  hire  readers,  and  I  get 
average  good  pay  for  my  work.  I  first  wrote  for  newspapers, 
later  for  magazines,  and  finally  a  publisher  asked  me  for  a  book 
manuscript.  It  was  the  proudest  day  of  my  life,  up  to  that  time 
[with  evident  hesitation],  but,  but — [all  look  interested,  and  Pre- 
ceptress divides  attention  between  dinner  and  speaker  for  a  time], 
but  after  a  time  my  publisher — [again  hesitates,  while  cries  of  "I 
hope  he  didn't  cheat  you!"  "Failed?"  "Asked  for  more?"]  offered 
me  a  partnership,  and  I  accepted  at  once  and  thanked  him  for  it. 

Other  Guests.  So  she  will  publish  books  instead  of  writing 
them! 

Hostess.    What  kind  of  a  partnership? 

Pre.    I  hope  you'll  be  very  happy,  my  dear. 

Author.  I  expect  to.  It's  an  equal  partnership,  girls  [turning 
to  them],  and  for  life ;  but  is  not  for  publishing  books.  We  are  to 
live  our  life's   story  together ! 

Guests.  She's  going  to  be  married!  Did  you  ever?  [They 
congratulate  and  kiss  her.] 

Hostess.  That  is  a  fitting  termination  of  a  desire  to  uplift  the 
sex ;  for  all  that  makes  one  home  better,  brighter,  makes  the  entire 
world  better.     And  what  of  our  artist? 

Artist.  [Rises,  while  shadozv  of  a  smile  irradiates  her  face.] 
I  painted,  but  refused  to  powder — or  to  varnish !  And  I  always 
painted  "woman,  lovely  woman,"  and  always  happy — as  by  divine 
right  she  ought  to  be.    My  favorite  model  had  a  brother 

Guests  [in  chorus] .    Another  ! 


182  WERNER'S  READINGS  NO.  54 

Artist.  Yep,  "another"  woman  made  extremely  happy  by  one 
man's  devotion.  Oh,  girls !  [They  rush  upon  her,  hugging  and 
kissing  her.] 

Pre.  Young  ladies,  this  is  getting  interesting.  [Passing  cup 
for  more  coffee.] 

Hostess.    Let  us  hear  from  our  "Cecilia." 

Singer.  I  feel  like  singing  all  the  time,  and  have  promised  to 
sing  life's  duet  with  the  best  baritone  I  ever  heard !  We  were  on 
the  same  program  at  a  charity  concert,  two  years  ago,  and  were 
married  last  Christmas  ! !  No  cards,  no  cake,  no  presents  ! ! !  Con- 
gratulations are  in  order.  We  are  about  to  start  on  our  tour 
around  the  world.  I  am  so  happy.  [Extending  hand,  which  is 
most  enthusiastically  "pumped"  by  the  others.] 

Hostess.  Charming!  I  always  thought  that  a  prima  donna 
would  sing  better  if  happily  married.  It's  all  right  to  be  wedded 
to  art — if  you  can't  find  a  good,  genuine  Man,  Old  or  New,  to 
marry — but  art  and  marriage  are  not  necessarily  incompatible. 
Where  is  our  chiseling  sister? 

Sculptor.  I  put  life  into  marble  for  a  year  or  two,  then  my 
work  attracted  the  attention  of  a  rich  New  Yorker,  who  fell  in 
love  with  my  ideal  "Eve"  and  now  I'm  his  "model"  wife !  [Kisses 
and  congratulations  are  again  exchanged,  and  little  feminine 
shrieks  of  "Oh!  how  lovely,"  etc.,  are  heard  above  the  hubbub.] 

Hostess.    Now  let  our  designing  woman  speak  for  herself ! 

Designer.  I  designed  and  designed;  but  it  was  always  and 
ever  for  the  home  or  its  adornments — much  as  John  Alden  wrote 
ever  of  Priscilla,  thought  ever  and  always  of  her.  One  day  a 
bachelor  came  to  my  den — and  I've  had  designs  on  him  ever  since ! 
A  year  ago  he  asked  me  to  design  a  cottage  by  the  sea — and  I 
didn't  refuse ! 

Pre.    You  will  be  very  happy,  I  am  sure,  dear. 

Hostess.    Where  is  our  Florence  Nightingale? 

Nurse.  Here  [rising]  and  I  tell  you  my  hospital  training  stands 
me  in  good  stead,  for  I  married  into  a  family  of  growing  children 
and  some  one  of  them  is  sick  nearly  all  the  time.  They  were  all 
down  with  mumps  at  the  time  of  the  wedding.  Measles  followed, 
and  scarlatina.  These  have  been  flanked  by  colds,  fevers,  la 
grippe,  and  other  little  things ;  but  I  wouldn't  go  back  to  that  old 
hospital  if  you'd  give  it  to  me ! 


COMMENCEMENT  WEEK  183 

Hostess.  Well,  well !  Wonders  will  never  cease !  Accept  our 
hearty  congratulations,  and  let  us  listen  to  the  girl  whose  histriorlic 
powers  were  to  elevate  the  stage. 

Actress.  Well,  girls,  I  acted  as  well  as  my  limited  powers 
would  allow ;  and  I  did  fairly  well  until  the  manager  asked  me  to 
appear  in  bloomers  and  ride  a  bike  across  the  stage.  I  drew  the 
line  at  that,  and  got  dismissed,  of  course.  I  sued  for  breach  of 
contract,  but  lost  the  case,  and  won  the  judge  who  tried  it !  Come 
and  see  us.  We  live  at  10,000  Lexington  Place,  and  are  "at  home" 
Wednesdays ! 

Hostess.  And  more  congratulations !  Verily,  "All  roads  lead 
to  Rome"  in  this  case.  [Turning  to  Preceptress.]  You  must  be 
discouraged  at  the  small  showing  we  have  for  fame's  silver  bugle ! 

Pre.  [rising,  side  face  to  audience^.  Not  exactly.  In  fact,  I 
am  somewhat  relieved  to  know  that  you  are  all  happily  settled — 
and  equally  glad  that  I  am!  [Astonishment  among  guests,  while 
Preceptress  babbles  on.]  No  one  can  really  speak  of  me  as  a  New 
Woman,  for  I  have  passed  sunny  fifty.  But  the  New  Woman  and 
the  Old  Woman  are  sisters  ["Some  of  them  have  promised  to  be," 
from  one  of  the  guests'],  and  both  are  happiest  in  marriage.  My 
own  took  place  last  night,  suddenly — and  to  the  only  man  I  ever 
loved,  who  went  away  to  seek  his  fortune  while  I  was  yet  a  school 
girl.  He  was  in  a  shipwreck  that  left  him  sick  and  penniless  in 
a  strange  land,  and  when  he  recovered  he  wrote  only  to  have  his 
letters  returned — for  my  home  had  been  broken  up  and  I  had 
buried  myself  in  a  distant  State,  devoting  myself  to  the  only  thing 
that  was  left  to  me  to  do — teaching.  Last  week  his  efforts  to  find 
me  were  crowned  with  success,  and — oh,  I'm  so  glad ! 

[Girls  surround,  embrace  and  kiss  her,  in  frenzy  of  sympathetic 
delight.] 

Hostess.  Well,  well !  The  New  Woman  is  marriageable,  after 
all,  and  may  be  measured  by  about  the  same  standards  and  for 
the  same  results  as  her  more  conservative  sister — the  Old  Woman ; 
and  no  matter  to  what  height  education  leads  her,  some  man  (new 
or  old)  will  climb  it,  and  find  an  intelligent  loving  mate.  [Raising 
cup  of  coffee.]  I  propose  the  toast :  Woman — "In  obeying  nature, 
she  best  serves  the  purposes  of  heaven."     Long  may  she  wave. 

[All  drink  from  after-dinner  coffee-cups.] 

[curtain.] 


PART  VI. 

Reception  Day  for  Faculty  and  Students, 

and  Parting-Songs. 

DRIVE  TETE-A-TETE  PARTY. 

(President's  Reception.) 


HINTS  AND  ACCESSORIES. 


INVITATIONS,  bearing  "kindly  reply,"  are  sent  to  students.  Dec- 
orations may  be  evergreens,  daisies,  or  class-flower,  on  walls, 
tables,  etc.  Souvenirs  may  serve  as  "memory  bills,"  decorations, 
programs,  fans.  If  daisy  is  class-flower,  cut  daisies  from  bristol-board, 
color  them  in  water-colors,  and  fix  long  handles  to  them.  In  center  of 
daisy  paint  class-pin.  On  back  of  daisy  draw  twenty-four  radii,  and 
write  twenty-one  topics  for  conversation.  Write  rules  of  game  on  fans, 
which  should  bear  numbers  corresponding  to  number  of  couples  taking 
part.  Four  rooms — staircase  hall,  library,  living-room,  dining-room — 
may  be  used;  in  them  should  be  as  many  pairs  of  seats  as  there  are 
couples.  On  stairs  may  be  two  tete-a-tetes;  tete-a-tetes  in  corners  of 
rooms;  one  tete-a-tete  behind  and  one  in  front  of  piano,  which  should 
be  away  from  wall.  Fourfold  screen,  with  tete-a-tetes  each  side,  may 
be  placed  diagonally  in  center  of  library,  under  masses  of  green  hang- 
ing from  electrolier.  This  room  may  be  called  "The  Bowerie."  Rooms 
may  have  bunches  of  plants  with  tete-a-tetes  on  each  side.  All  tete-a- 
tetes  should  bear  numbers  corresponding  to  numbers  on  fans. 

ENTERTAINMENT. 

Guestsi  are  separated,  girls  sent  into  one  room,  boys  to  another 
room.  Girls  are  directed  to  go  to  living-room,  select  fans,  and  take 
seats  corresponding  to  numbers  on  fans.  Boys  are  directed  to  go  to 
library,  select  fans,  and  take  seats  corresponding  to  numbers  on  fans. 
When  all  have  partners,  hostess  rings  bell  and  calls  attention  to  rules 
of  game. 

RUEES  OF  GAME. 

1.  Girl  gives  her  views  to  partner,  who  replies  with  his  views. 

2.  All  replies  are  to  be  sincere  and  in  good  faith. 

3.  All  replies  are  to  be  strictly  confidential. 

4.  Each  conversation  is  to  last  four  minutes. 

Hostess  tells  partners  to  discuss  Question  1  on  fans.  At  end  of 
four  minutes  hostess  rings  bell;  each  boy  changes  seat  to  next  tete-a- 
tete.  At  end  of  next  four  minutes  hostess  rings  bell  and  boys  change 
to  new  partners,  and  so  on  until  all  questions  (excepting  No.  22)  have 
been  discussed. 

SUGGESTED  QUESTIONS  ON  FANS. 

What  do  you  think  of  our  teachers? 
What  is  your  fad? 
What  have  you  accomplished? 
What  do  you  most  wish  for? 

(WR54 — 184) 


COMMENCEMENT  WEEK  185 

What  kind  of  a  vacation  would  you  like? 

What  vocation  will  you  choose? 

What  was  your  favorite  study? 

What  novel  do  you  like  best? 

Who  has  been  your  Senior  crush  (the  one  you  love  best  in  school)? 

What  would  you  like  to  eat?    (This  should  be  No.  21.) 

When  No.  21  is  reached,  and  discussion  completed,  hostess  directs 
boys  to  go  to  kitchen  and  bring  tables  and  refreshments.  Tables  are 
put  before  partners  who  sit  in  semicircular  groups.  Each  boy  serves 
partner. 

REFRESHMENTS. 

Lemonade,  Layer   Cake,  Cookies,  Sponge   Cake, 

Cup  Cakes  with  icing  and  yellow  daisies    (or  class-flower)    on  top, 

Chocolate    and    Orange    Bonbons. 

After  refreshments  and  general  conversation,  hostess  taps  bell; 
tete-a-tetes  are  carried  to  places  from  which  they  were  removed.  No. 
22  is  called  for.  Guests  naturally  look  at  fan.  As  No.  22  has  nothing, 
they  look  at  hostess  who  holds  up  large  card  on  which  is  written,  "May 
I  see  you  home?"    Partners  may  accompany  partners  home. 


HAIL,  VACATION! 

(Parting    Song.) 


(Air:   "Hail  Columbia.") 


HAIL  vacation!  happy  time, 
Let  our  voices  gaily  chime, 
For  our  work  is  at  an  end; 
As  now  from  school  we  are  released, 
Joy  and  pleasure  are  increased, 
If  in  our  lessons  we  have  been 
Ever  faithful,  bound  to  win, 
Ever  grateful  for  our  school, 
Obedient  to  the  teacher's  rule. 

CHORUS. 

Gay  and  happy  let  us  be, 
Like  the  birds  we  now  are  free 
During  summer's  smiling  hours, 
To  play  among  the  trees  and  flowers. 

Now  the  parting-hour  has  come; 
Finished  is  the  last  hard  sum, 

To  teachers  dear  we  bid  adieu. 
To-day  will  be  the  very  last 
Where  happiest  days  have  quickly  passed. 
While  offering  thanks,  true  and  sincere, 
For  useful  lessons  gathered  here. 
We'll  keep  in  memory  schoolmates  all, 
^nd  hope  to  meet  again  next  fall. 

CHORUS. 


186  WERNER'S  READINGS  NO.  54 

JANGLED  BELLS. 

(Parting   Song.) 


(Air:    "Jingle  Bells.") 


RATTLING  o'er  the  stones, 
Jumping  off  the  track, 
Bruising  people's  bones, 
Breaking  every  back; 
Splashing  through  the  mud, 
Stifling  through  the  dust; 
If  to  Vassar  you  would  go, 
Ride  in  them  you  must. 

CHORUS. 

Rattle-bang!  rattle-bang! 

How  we  bounce  around! 
Yell  as  loudly  as  you  can, 

No  one  hears  a  sound; 
Rattle-bang!  rattle-bang! 

With  many  a  jolt  and  jar, 
Riding  out  to  Vassar 

On  a  bob-tail  car. 


Just  have  missed  your  car, 

Have  got  to  make  a  train, 
Minutes  twenty-four 

E'er  it  comes  again. 
Pay  the  printed  fare 

Using  your  last  nickle, 
Driver  mutters:  "Five  cents  more!" 

What  an  awful  pickle! 

CHORUS. 

(Last  lines: 

"Riding  to  Po'keepsie 
In  a  bob-tail  car.") 

Your  hopes  begin  to  rise, 

(You've  borrowed  from  a  friend.) 
Town  is  now  in  sight 

The  journey's  near  its  end. 
Comes  a  sudden  halt, 

They've  stopped  to  count  the  fare; 
Horse  and  driver  leave  the  car, 

While  you  sit  and  glare. 

CHORUS. 

(Last  lines: 

"I'll  never  trust  my  life  again 
To  a  bob-tail  car.") 


COMMENCEMENT  WEEK  187 

HOMEWARD  BOUND. 

(Parting   Song.) 


THAT  sweet  word,  "Homeward  Bound!" 
Search  all  the  world  around: 
There  cannot  e'er  be  found, 
On  home  or  foreign  ground, 

A  sweeter,  gladder  sound 
Than  "Homeward,  homeward  bound." 
Then  sing  it  round  and  round; 
"We're  homeward,  homeward  bound!" 

Yet  when  vacation's  o'er, 

To  greet  her  sons  once  more, 

Dear  alma  mater's  door 

Swings  open  as  of  yore. 

We  love  her  more  and  more, 
And  so  to  her  we  pour 
That  same  song  o'er  and  o'er; 
"To  thee  we're  homeward  bound!" 


ONE  HEART— ONE  WAY. 

(Parting  Ode  or  Song,) 


Ella  M.  Beach. 


(Air:   "Days  of  Absence"  or  "Zion.") 


CLASSMATES  dear,  the  fleeting  moments 
Tell  us  that  the  time  draws  nigh, 
When  with  clasped  hands  we'll  utter, 
Saddest  of  all  words,  "Good-bye." 
Speak  them  lowly, 
Sadly,  slowly, 
Best  of  friends  must  say  "good-bye." 

Pleasant  hours  we've  spent  together, 

Hours   of  profit,  too,  we  know; 

Let  us  for  each  act  of  kindness, 

Leave  our  thanks  before  we  go. 

Each  to  other, 

Sister,  brother, 

Heartfelt  thanks  with  joy  bestow. 

Let  our  noble  motto,  ever 

Be  our  bright  and  guiding  star, 
With  "one  heart"  as  'twere  for  duty, 
Our  "one  way"  will  lead  us  where 
Joy  unmeasured 
He  has  treasured 
For  his  faithful  workers  here. 


188  WERNER'S  READINGS  NO.  54 

"MAN  THAT  OUGHT  TO  BE." 


(One  stanza  to  be  delivered  each  day  during  Commencement  Week  or  all  together 
during  Class  Day  Exercises.) 


Monday: 

t  t  "13  OYS  w111  be  boys."    We  resent  the  old  saying 
1}  Current  with  men; 

•*—      Let  it  be  heard,  in  excuse  for  our  straying, 
Never  again! 
Ours  is  a  hope  that  is  higher  and  clearer, 
Ours  is  a  purpose  for  brighter  and  dearer, 
Ours  is  an  aim  that  should  silence  the  jeerer: 
We  will  be  men! 

Tuesday: 

"Boys  will  be  boys,"  is  an  unworthy  slander. 

Boys  will  be  men! 
The  spirit  of  Philip,  in  young  Alexander, 

Kindles  again. 
As  the  years  of  our  youth  fly  swiftly  away, 
As  brightness  about  us  the  light  of  life's  day, 
As  the  glory  of  manhood  dawns  on  us,  we  say: 

We  will  be  men! 

—Harlan  H.  Ballard. 

Wednesday: 

The  forum  is  echoing  burning  words 

Of  orators  destined  to  pass  away; 
You  will  be  wanted  instead  of  them  soon, 

Men  of  the  future  are  boys  to-day. 
The  watchmen  standing  on  Zion's  walls, 

Faithfully  doing  the  Master's  will, 
Are  falling  asleep  as  the  years  go  by; — 

Wanted,  a  boy  each  place  to  fill. 

—Mary  B.  Reese. 

Thursday: 

O,  boys  who  work  with  hand  or  brain, 
Be  mindful  what  you  do; 
The  nation's  gain, 
Her  joy  or  pain, 
Will  soon  depend  on  you. 

Friday: 

For  men  who  rule  the  world  to-day — 
Be  they  the  false  or  true, 

Must  yield  their  sway, 

And  pass  away, 
And  leave  their  trust  to  you. 


COMMENCEMENT  WEEK  189 

SCHOOL  AND  COLLEGE  SPREADS. 


WrIEN  planning  entertainments,  the  first  question  is,  What  re- 
freshments shall  be  served?  Substantials  are  apt  first  to  be 
considered;  and,  inasmuch  as  sandwiches  are  chief  of  substan- 
tials, some  hints  regarding  them  may  be  helpful.  Sandwiches,  cut  into 
dainty  strips  or  triangles,  or  rolled  into  tiny  cylinders,  play  an  import- 
ant part  in  nearly  all  social  functions. 

SANDWICHES.  £      <^ 

Bread,  twelve  hours  old,  should  be  cut  with  sharp  knife  very  thin.  The 
llltng  may  consist  of  chicken,  lettuce,  cheese,  raw  tomatoes,  cucumbers,  egg, 
lettuce,  pwtted  ham,  deviled  ham,  game,  fish,  nuts,  or  fruit. 

CHICKEN  SANDWICH  1.  Mince  chicken  fine;  add  equal  amount  of  shreaded 
lettuce;   moisten   with  mayonnaise;    spread   between  two  slices   of   bread. 

CHICKEN  SANDWICH  2.  Place  lettuce  leaf  on  each  slice  of  bread;  between 
bread  slices  place  either  a  slice  of  white  meat  or  minced  chicken. 

CHICKEN"  SANDWICH  3.  Chop  white  meat  of  roasted  or  boiled  chicken  into  fine 
piece^ ;  season  with  white  pepper  and  celery  salt ;  beat  a  small  cup  of  cream 
until  vhick;  stir  minced  chicken  into  cream;  spread  mixture  on  slices  of  bread. 

LETTUCE  SANDWICH.  Spread  each  slice  or  piece  of  brown  bread  with  cream 
cheese;  dip  crisp  lettuce  leaves  into  French  salad-dressing  and  lay  upon 
cheese;  press  two  slices  of  bread  firmly  together  and  with  shears  trim  edges 
of  sandwiches. 

CHEESE  OR  DOMINO  SANDWICH.  Cut  brown  bread  size  of  dominoes;  spread 
with  layer  of  cream  cheese  same  thickness  as  bread;  use  another  layer  of 
brown  bread,  then  another  layer  of  cheese  same  thickness  as  bread;  finish 
with  layer  of  brown  bread;  trim  edges  so  that  white  and  brown  show  regu- 
larly; top  may  be  finished  with  tiny  spots  of  white  cheese  to  imitate  real 
domino. 

CKESS  SANDWICH.  Spread  white  or  Graham  bread  with  white  butter;  place 
small  bunch  of  watercress,  dipped  in  oil,  on  bread  so  that  leaves  hang  out- 
side; roll  bread  around  cress;  tie  with  piece  of  baby-ribbon.  Or  cut  bread 
into  triangles;  spread  with  white  butter;  place  on  bread  mixture  of  chopped 
tongue,  mushrooms,  and  Hungarian  sweet  peppers  and  watercress;  press  bread 
together  gently;   trim   edges. 

EGG  SANDWICH.  Remove  shells  from  hard-boiled  eggs;  rub  yolks  to  smooth 
paste;  mix  one  ounce  of  butter  to  every  four  yolks;  salt  and  pepper  to  taste; 
add  minced  parsley;  spread  bread  with  chopped  whites  of  eggs;  between  slices 
of  bread  place  mixture  of  yolk  of  eggs,  etc.;  press  bread  together  and  trim 
edges. 

MEAT  SANDWICHES.  Any  kind  of  meat,  either  in  slices  or  minced,  make  satis- 
factory filling. 

FISH  SANDWICH.  TJse  one  slice  white  bread  and  one  slice  Graham;  spread 
bread  with  white  butter;  mix  cupful  of  cold  boiled  fish,  quarter  teaspoon  of 
dry  mustard,  juice  of  lemon,  finely  minced-shallot ;  salt  and  pepper  to  taste; 
spread  mixture  between  bread   and   trim. 

NUT  SANDWICHES.  Spread  Graham  bread  with  white  butter;  add  layer  of 
minced  peanuts,   almonds,   or   cocoanut. 

FRUIT  SANDWICHES.  Figs  and  dates  chopped  and  mixed  with  lemon  juice  and 
spice,  nutmeg  or  cinnamon  make  good  filling  for  sandwiches. 


190  WERNER'S  READINGS  NO.  54 

CHOCOLATE  SANDWICHES.  Half  cake  of  sweet  chocolate,  1  cup  chopped  nuts 
4  good  tablespoons  butter;  melt  butter  and  chocolate  together,  stirring  gently i 
add  nuts;  when  well  mixed  take  off  Are  and  cool;  when  cool  spread  between 
slices  of  buttered  bread. 

SALADS. 

FRUIT  AND  NUT  SALAD.  Put  4  tablespoons  salad-oil  with  pinch  of  salt  into 
bowl;  add  y2  teaspoon  powdered  sugar;  1  medium  green  pepper  seeded  and 
chopped  fine;  4  good-sized  tomatoes  cut  into  slices;  1  dozen  olives  stoned  and 
sliced;  2  tart  apples  cut  into  small  pieces;  mix  all  well  together;  add  1  dozen 
pitted  Malaga  grapes;  stir  in  with  rest;  put  aU  into  salad-bowl  ready  for 
table;  scatter  over  top  kernels  of  Brazil  nuts.  Serve  with  whipped  cream. 
Enough  for  6  persons. 

SALAD E  DE  LUXE.    1  can  pineapple  (no  juice) ;  2  cups  pecan  nuts;  y%  lb.  mr 
mallows;   prepare  mayonnaise   dressing,   using   plenty   of  whipped  cream 
stir  fruit,  nuts,  etc.,  into  it;  scatter  candied  cherries  over  top. 

OYSTER  SALAD.  One  quart  oysters  heated;  take  oysters  from  juice  and  cut 
small  pieces;  pour  lemon  juice  over  pieces  and  set  in  cool  place  after  pi 
Into  cloth  and  then  into  colander;  after  thoroughly  cool  add  small  pie< 
tender  stalks  of  crisp  celery;  add  a  cup  of  chopped  nuts;  season  to 
when  all  is  completed,  add  a  cup  of  salad-dressing  and  garnish  with  dect 
radishes. 


u 


DESSERTS. 

i    . 
PRUNE  DELIGHT.     Boil  large  prunes  until  they  pop  open;  sque-ze  out  plto 
into  their  places  put  marshmallows;  roll  prunes  in  powdered  sugar  and  fl 
chopped  nuts;  serve  with  whipped  cream. 

ORANGE  CUSTARD.  Cut  three  or  four  oranges  into  small  pieces;  make  plain 
custard  of  one  pint  milk,  3  eggs;  sugar  to  taste,  boiling  over  fire;  when  doni 
add  vanilla  or  nutmeg  to  taste;   when  cool  add  cut-up  oranges. 

PINEAPPLE  CUP.  Cut  off  top  of  pineapple;  scoop  out  and  mince  inside;  cover 
minced  pineapple  with  powdered  sugar;  set  into  a  cool  place  for  30  minutes; 
when  cool  mix  in  cut -up  bananas,  cherries,  and  any  other  seasonable  fruit; 
put  whole  mixture  back  into  pineapple;  place  top  on;  when  ready,  serve  por- 
tions with  whipped  cream, 

ICE-CREAM.— UP-TO-DATE   WAYS   OF   SERVING. 

DAWN  OF  THE  MORNING.     Vanilla  ice-cream  into  which  candied  violet,  pink 
rose  petals,  etc.,  have  been  frozen;  serve  in  sundae  glass;  on  plate  underncat' 
arrange   pink   candy  rose  petals;   into  glass   with   ice-cream  put   at   one   side 
tablespoon  or  less  of  rose-colored,  preserves. 

SUNSET  GLOW.  Chocolate,  pistachio,  strawberry,  maple  ice-cream;  raspbe-ry, 
orange,  lemon  ices  are  combined  in  such  form  as  to  make  a  pyramid;  on  .op 
of  pyramid  put  bunch  of  loose  or  fluffy  whipped  cream. 

WINTER  MEMORIES.  Snow-white  mint  sherbet,  garnished  with  bits  of  mini 
jelly  (green),  and  sprigs  of  fresh  mint  leaves  dusted  with  powdered  sugai 
served   in   sundae  glass. 

FRUITS  AND  FLOWERS.  Candy  basket  filled  with  peach  ice-cream  and  cov 
ered  with  slivers  of  fresh  fruits;  wreath  of  crystallized  violets  is  placed 
around  edge  and  a  single  violet  surmounts  center  rosette  of  whipped  cream 

ICE-CREAM  CROQUETTE  WITH  PEAS.  Vanilla  ice-cream  shaped  in  croquet* 
mold,  coated  with  grated  chocolate  macaroons  and  served  on  bed  of  whippe 
cream  garnished  with  tiny  pieces  of  pistachio  nuts  or  small  green  candies 
top  cone  with  bits  of  pistachio  nuts. 


